ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
This article is part of the Research TopicThe Interface Between Social Psychology and Educational Psychology: Interactional Phenomena in Educational SettingsView all 11 articles
A Psychological Investigation of Prospective Teachers' Attitudes and Motivations Towards Distance Learning
Provisionally accepted
- Mersin University, Mersin, Türkiye
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This study aims to examine the psychological aspects of pre-service teachers’ attitudes and motivation towards distance learning and the relationship between these variables. Psychological constructs such as self-efficacy, intrinsic motivation, and learning engagement were considered key factors in understanding these relationships. The study was conducted with 388 volunteer pre-service teachers enrolled in a state university in Türkiye during the 2023–2024 academic year, selected through stratified sampling to represent all departments. Correlation and regression analyses revealed that both attitudes and motivation towards distance learning were slightly above the moderate level. A significant and positive relationship was found between attitudes and motivation (r = .65, p < .01), with attitudes explaining approximately 43% of the variance in motivation (R² = .43). These findings suggest that psychological factors—such as perceived competence and digital learning adaptability—play a crucial role in shaping motivation. The results highlight the importance of integrating psychological support mechanisms into distance education to enhance motivation and engagement among pre-service teachers.
Keywords: pPre-service teacher 1, distance learning 2, attitude 3, motivation 4, digital learning environments.5.
Received: 19 Feb 2025; Accepted: 12 Nov 2025.
Copyright: © 2025 KARAKUŞ. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: İSMAİL KARAKUŞ, karakus8090@hotmail.com
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