Previous research has shown that pre‐service teachers have low responsibility for student motivation and feel underprepared to deal with motivational issues. As an extension, researchers have designed interventions to shift teachers’ beliefs about motivation or equip them with approaches to instruction, but never both. Aims: Following best practices for motivation interventions, we created a one‐session online intervention and tested its efficacy to shift pre‐service teachers’ self‐reported beliefs and approaches to instruction to be more supportive of student motivation. The intervention included priming, materials designed for mindsets and/or for approaches to instruction, a consolidation activity, and take‐home materials.

中文翻译：

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通过在线干预支持职前教师的动机信念和教学方法

先前的研究表明，职前教师对学生动机的责任感较低，并且在处理动机问题方面准备不足。作为延伸，研究人员设计了干预措施来改变教师对动机的信念或为他们提供教学方法，但从来没有两者兼而有之。目标：遵循动机干预的最佳实践，我们创建了一个单次在线干预，并测试了其有效性，以改变职前教师自我报告的信念和教学方法，以更好地支持学生的动机。干预包括启动、为心态和/或教学方法设计的材料、巩固活动和带回家的材料。