Abstract
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.