This mixed-methods pilot study examined the effectiveness of brief motivational interviewing (MI) training on middle school teachers’ efficacy in providing career services to socioeconomically disadvantaged students. Forty-five teachers (55% men) received a six-hour training on the career-development needs of middle school students and MI techniques. Quantitative results indicated a significant effect of training on teachers’ sense of efficacy regarding student engagement. Qualitative data indicated teachers’ increased sense of efficacy in providing career services and their personal and professional development. These results imply that MI can be effective in supporting teachers’ competencies and can motivate students of low socioeconomic status.

这项混合方法试点研究检查了简短的动机访谈 (MI) 培训对中学教师在为社会经济弱势学生提供职业服务的效率方面的有效性。45 名教师（55% 为男性）接受了为期 6 小时的关于中学生职业发展需求和 MI 技术的培训。定量结果表明，培训对教师在学生参与方面的效能感有显着影响。定性数据表明教师在提供职业服务及其个人和专业发展方面的效能感增强。这些结果意味着 MI 可以有效地支持教师的能力，并可以激励社会经济地位较低的学生。