Supporting pre‐service teachers’ motivation beliefs and approaches to instruction through an online intervention

Background 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...