Effects of motivation for learning on practical training achievements of students receiving prior guidance for practical training in nursery schools were examined. In Analysis 1, the “Scale of Motivation for Learning in Students Receiving Prior Guidance for Practical Training” which consists of the following sub-scales was developed: mastery/child orientation, intrinsic motivation, indifference, approval/comparison orientation, and sense of duty. Mastery/child orientation and intrinsic motivation had positive correlations with the degree of wish to become a nursery school teacher, the sense of aptitude for nursery teaching, and preschool teacher efficacy, and negative correlations with psychological stress responses before receiving practical training. It was also indicated that indifference, approval/comparison orientation, and the sense of duty had positive correlations with psychological stress responses before practical training. Analysis 2, confirmed that mastery/child orientation and intrinsic motivation improved the achievements of practical training by increasing the degree of wishing to become a nursery school teacher, recognition of skills development as preschool teachers, and evaluation of practical training, mediated by the engagement in practical training. The above findings indicated the need for developing the adaptive learning motivation of students enrolled in nursery school teacher training schools.
