Abstract

• The purpose of this study was to investigate the relationship between self-concept and achievement goal orientation of prospective teachers. A total of 240 prospective teachers were selected as participants of this study by using random sampling method. Prospective teachers' self-concept and achievement goal orientation were examined by using a questionnaire survey method. Quantitative approach was used in this study. Furthermore, Self-Concept Questionnaire (SCQ) and Achievement Goal Questionnaire (AGQ) were used. The result of independent sample t-test pointed out that there was no significant difference in self-concept and achievement goal orientation by gender in this study. However, Direct Intake prospective teachers had more confidence and value than that of EC prospective teachers, and differently, EC prospective teachers had more judgmental ability than that of Direct Intake prospective teachers. Then, there was a significant difference between 3rd year and 5th year prospective teachers in confidence and value of existence subscale and overall self-concept. Moreover, there were significant differences between 3rd year and 5th year prospective teachers in performance approach goal subscale, performance avoidance goal subscale and overall achievement goal orientation. Pearson correlation revealed that self-concept was positively correlated with mastery goal of prospective teachers and negatively correlated with performance avoidance goal of prospective teachers. Based on the information obtained from this study, it can be said that the better the self-concept, the higher the achievement goal orientation of prospective teachers.