A psychological investigation of prospective teachers’ attitudes and motivations towards distance learning

Introduction 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. Methods 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. Results 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 = 0.65, p < 0.01), with attitudes explaining approximately 43% of the variance in motivation (R 2 = 0.43). Discussion 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.