The role of motivational beliefs in pre-service teachers’ technology integration intentions: Longitudinal findings over one year

Understanding how pre-service teachers’ motivation toward educational technology develops during teacher education is essential for fostering classroom technology integration. Drawing on Situated Expectancy–Value Theory, this longitudinal study examined the stability of technology-related expectancies for success and task values, as well as their prospective and reciprocal relations with intended technology integration. Data were collected from 314 pre-service teachers in Germany at two measurement points one year apart. Confirmatory factor analyses supported scalar measurement invariance across time. Motivational constructs showed moderate rank-order stability (r = .46–.68) and no mean-level changes, except for a small increase in perceived costs. Cross-lagged structural equation models indicated that digital competence beliefs and positive task values at Time 1 predicted intended technology integration at Time 2, whereas relative costs showed no effect. No reciprocal relations emerged. The results underscore the importance of fostering positive digital competence beliefs and task values early in teacher education.