The effect of pre-service teachers' flexible thinking and listening barriers on their learning motivation

The primary objective of this study is to examine the effects of preservice teachers' levels of flexible thinking and listening barriers on their learning motivation. In addition, the study evaluates whether these three variables differ statistically according to gender, program of study, grade level, and parents' educational background. The research employed both descriptive and relational survey models. The sample consisted of 401 preservice teachers studying at Alanya Alaaddin Keykubat University. Data were collected through three instruments: the Flexible Thinking in Learning Scale, the Listening Barriers Scale for University Students, and the Higher Education Learning Motivation Scale. The results indicated that preservice teachers generally reported "agree" on the Flexible Thinking Scale, "agree" on the Listening Barriers Scale, "agree" on the learning goals sub-dimension of the motivation scale, "undecided" on the performance-approach goals sub-dimension, and "disagree" on the performance-avoidance goals sub-dimension. Analyses by gender and program revealed significant differences in the acceptance of learning technologies sub-dimension of the Flexible Thinking Scale and across all sub- dimensions of the Listening Barriers Scale, while no significant differences were found in any sub-dimensions of learning motivation. According to grade level, no significant differences were observed in flexible thinking and listening barriers, whereas a significant difference was found in the performance-avoidance goals sub-dimension of learning motivation. Regarding maternal education level, significant differences were identified in the acceptance of learning technologies dimension of flexible thinking and in student- related listening barriers, but no differences were found in learning motivation. Paternal education level did not yield significant differences in any of the scales. When the relationship between preservice teachers' flexible thinking levels and the sub-dimensions of the Listening Barriers Scale was examined: • Teacher- and student-related listening barriers were positively and significantly associated with the acceptance of learning technologies, open-mindedness in learning, and adaptability to new situations. Moreover, classroom- and course- related listening barriers were positively and significantly related to preservice teachers' acceptance of learning technologies. When the relationship between preservice teachers' flexible thinking levels and the sub-dimensions of the Learning Motivation Scale was examined: • Learning goals and performance-avoidance goals were found to be significantly related, respectively, to acceptance of learning technologies, open-mindedness, and adaptability to new situations. Additionally, performance-approach goals were positively and significantly related to adaptability to new situations. When the relationship between preservice teachers' listening barriers and the sub- dimensions of the Learning Motivation Scale was examined: • Learning goals were positively and significantly associated with teacher-related and student-related listening barriers. Furthermore, performance-approach goals were found to be positively and significantly related to teacher-related listening barriers. Finally, results of the multiple regression analysis conducted to investigate the predictors of learning motivation revealed that: • Learning goals were predicted by open-mindedness, adaptability to new learning, and student-related listening barriers, • Performance-approach goals were predicted by open-mindedness and adaptability to new learning. Keywords: Flexible thinking, listening barriers, learning motivation, preservice teachers