Preservice teachers should learn about motivation theory during their university studies in order to be able to motivate their students in their future job. Thus, this study had two objectives. First, it explored whether experience in education sciences and a motivation theory seminar were related to preservice teachers’ perceived experience with motivation theory, their perceived and actual knowledge about it, and the relevance they assigned to it. Second, it investigated whether there were differences to practicing teachers. We administered a questionnaire on three motivational theories toN= 322 to preservice and practicing teachers. We asked for the participants’ experience with the topics, the relevance they assigned to them in the school context, and their perceived knowledge about them. Overall, preservice teachers rated motivation theory as relevant but displayed low experience with and knowledge about it. Visiting a seminar on motivation theory was connected to the highest values for all variables. Practicing teachers appeared more critical of motivation theory than preservice teachers. They assigned less relevance to it, although they displayed higher levels in perceived knowledge than preservice teachers without a motivation theory seminar background. Results suggest that there is a difference between the preservice and the practicing phase of teaching regarding motivation theory. Preservice teachers viewed the topic differently than practicing teachers. However, preservice teachers should know and be able to use motivation theory once they finish their university studies. Therefore, integrating motivation theory more into both preservice and practicing teacher training appears to be important.

Introduction: Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam.Methods: 92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time.Results: Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes.Discussion: Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.