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Article

Teaching with Purpose: Changes in Motivational Competences Following a Guided Introspective Intervention

by
Irene Díaz-Portales
1,
Patricia Catalá
1,
Sergio Jesús González Castilla
2,
José San Martín López
2,
María Zapata-Cáceres
2 and
Cecilia Peñacoba Puente
1,*
1
Department of Psychology, Faculty of Health Sciences, Rey Juan Carlos University, Avenida Atenas, s/n, 28922 Alcorcón, Spain
2
Department of Computer Science and Statistics, School of Computer Engineering, Rey Juan Carlos University, Cam. Del Molino, 5, 28942 Fuenlabrada, Spain
*
Author to whom correspondence should be addressed.
Psychol. Int. 2026, 8(1), 10; https://doi.org/10.3390/psycholint8010010
Submission received: 9 December 2025 / Revised: 8 January 2026 / Accepted: 1 February 2026 / Published: 5 February 2026
Versions Notes

Abstract

This study examines changes associated with a guided introspective intervention in self-reflection, introspection, and motivational competences among future teachers. Conducted within a Master’s course in Teacher Training, the ten-session program employed the “Casa Vital” framework, a metaphorical and visual model representing personal and professional development through structured introspective exercises. Eighty-two participants completed the Self-Reflection and Insight Scale (SRIS-SF) and selected subscales of the Motivated Strategies for Learning Questionnaire (MSLQ) in a pre–post quasi-experimental design. Findings reveal significant increases in introspection, intrinsic goal orientation, control of learning beliefs, and self-efficacy for learning and performance (small–moderate effects), while self-reflection, extrinsic goal orientation and task value remained stable. These results suggest that guided introspection enhances motivational competences by promoting self-awareness, value clarification, and alignment of personal and professional goals. The intervention also seems to support autonomy-oriented engagement and purpose-driven decision-making, contributing to the development of reflective and resilient educators. Integrating structured introspective practices into teacher education may strengthen professional identity, psychological flexibility, and internal-driven motivation. The study underscores the practical potential of reflective frameworks such as Casa Vital to foster meaningful, self-determined, and adaptive teaching practices, offering an accessible and scalable approach for enhancing teacher preparation programs. Within the limits of a single-group pre–post design, these findings provide descriptive, theory-consistent indications that introspection may be associated with the cultivation of purposeful, motivated, and competent educators.

1. Introduction

Teaching is widely recognized as a profession that requires not only technical expertise but also a profound sense of purpose and emotional resilience (Day, 2018). Different studies have emphasized the role of introspection as an educational resource, highlighting its potential to foster self-awareness, metacognitive abilities, and adaptive teaching behaviors (Grant et al., 2002). Although introspection—understood as the deliberate examination of one’s thoughts, emotions, and motivations—has traditionally been explored in clinical contexts, emerging evidence suggests its growing relevance in teacher education and professional development (Salter, 2022).
In the field of teacher training, one of the key psychological outcomes associated with introspective practices is the development of motivational competences, understood as the self-regulatory abilities that enable individuals to identify, activate, sustain, and direct motivation toward personally meaningful educational goals (Bembenutty et al., 2015). These competences involve recognizing internal drivers, managing external motivators, and aligning both with one’s professional identity and long-term commitment (Groenewald & Arnold, 2024). From this perspective, guided introspection may serve as a catalyst for motivational development by encouraging future teachers to connect personal values and goals with their teaching purpose (Darling-Hammond et al., 2019).
In this context, an important aspect is the distinction between introspection and self-reflection, as these concepts are often used interchangeably but refer to different processes. Introspection involves a deliberate and systematic examination of one’s internal states—thoughts, emotions, and motivations—primarily aimed at increasing self-awareness (Weger et al., 2019). In contrast, self-reflection extends beyond observation to include critical evaluation of experiences and actions in relation to external contexts, goals, and outcomes (Cole et al., 2022; Hixon & Swann, 1993). While both processes contribute to professional growth, this study focuses on guided introspection as a mechanism for connecting personal values with professional identity, thereby fostering motivational competences in future teachers.
A growing body of research indicates that reflective practices contribute to improved emotional regulation, decision-making, and job satisfaction among educators (Ramírez Dorantes et al., 2013). Structured introspection promotes insight and goal-directed behavior (Grant et al., 2002) and is associated with adaptive coping strategies in academic contexts (Silvia, 2022). These findings align with broader motivational frameworks highlighting that intrinsic goal orientation, task value, and perceived meaningfulness are strong predictors of teacher engagement and performance (Pintrich et al., 1991; F. A. Korthagen et al., 2014).
Despite this promising evidence, the integration of guided introspection into teacher training programs remains limited (König et al., 2023; Proudfoot, 2022). Most interventions continue to prioritize technical skills or content knowledge, overlooking psychological dimensions such as motivation, identity, and professional purpose (Yurtseven & Saraç, 2024; Pantić & Florian, 2015). Furthermore, few empirical studies have examined how introspective practices specifically contribute to the development of motivational competences, representing a notable gap in the literature (H. Wang et al., 2023). Although some research suggests that reflection-based interventions can strengthen motivation (Silvia, 2022; Ramírez Dorantes et al., 2013), there is still limited evidence on how guided introspection may enhance motivational processes related to values, purpose, and identity formation (Groenewald & Arnold, 2024; Vancu & Hlinková, 2024).
The proposal presented here, through a novel methodological approach called the “Casa Vital” (Vital House), aims to integrate, in an applied manner, through this tool, the different conceptual frameworks discussed that seem to show relationships with the health and quality of life of teachers, impacting, in turn, the well-being of students (De Rubeis et al., 2024). In particular, using introspection as a methodology, the proposed tool of the “Casa Vital” aims to unite motivational theoretical frameworks, particularly from the Self-Determination Theory (Deci & Ryan, 2000) along with the principles of Acceptance and Commitment Therapy (ACT) through the hexaflex model (Hayes et al., 2012). Motivation theories highlight intrinsic goal orientation and value alignment as critical for sustained engagement (Ahmadi et al., 2023; Uysal, 2023). ACT offers a unified perspective by fostering psychological flexibility and values-based action, directly linking these theoretical strands (Levin et al., 2012). For instance, Paliliunas et al. (2023) evaluated an ACT-based intervention for educators and found significant increases in psychological flexibility and the use of ACT-consistent language in the classroom, suggesting that ACT principles effectively support motivated, values-guided teaching. By applying ACT—emphasizing clarity of personal values and commitment to purpose-driven behavior—this study connects identity development with motivational regulation, creating a coherent theoretical base for the intervention.
This research focuses on guided introspection as a strategy to enhance motivational competences in future teachers. Grounded in the principles of ACT, the intervention was implemented in the Learning and Personality course of the Master’s Program in Teacher Training at Universidad Rey Juan Carlos. Using the “Casa Vital” model (Peñacoba Puente et al., 2025), participants engaged in structured activities designed to foster self-awareness, clarify personal values, and connect these values to their emerging professional identity (Linehan, 2015). By evaluating pre- and post-intervention changes in introspective and motivational dimensions, this study aims to explore the potential educational value of guided introspection and its association with purpose-driven and resilient teaching practice (Murayama & von Keyserlingk, 2025).
Specifically, the “Casa Vital” framework situates teacher development at the intersection of professional identity, role enactment and motivational regulation, based on the model of the Self-Determination Theory (Deci & Ryan, 2000), using guided introspection aligning with contemporary evidence in teacher education. Recent systematic reviews show that teacher identity is a dynamic, continuously reconstructed process that organizes teachers’ choices and well-being, and merits explicit cultivation in preparation programs (Rushton et al., 2023). Empirical research further indicates that a well-explored teaching identity is associated with better work-related well-being and a more motivating, autonomy-supportive teaching style, with motivation partially mediating these effects (Vermote et al., 2024). Complementing identity, role perspectives highlight how inclusive role identity and efficacy mediate the impact of school leadership on teachers’ inclusive practices, underscoring the need to make role expectations explicit and aligned with values (D. Wang et al., 2024). Within this ecosystem, introspection provides a bridge from inner awareness to context-anchored professional learning; recent studies document its value for connecting professional knowledge, metacognition, and self-awareness in pre-service teacher development (Li, 2025; Suphasri & Chinokul, 2021).
For the promotion of these variables, ACT (Hayes et al., 2012) offers a unifying mechanism through psychological flexibility and values-based action: ACT-informed interventions with educators have improved psychological flexibility and ACT-consistent classroom language, outcomes closely tied to sustained, values-aligned motivation (Paliliunas et al., 2023), and ACT-based courses in educational settings have shown changes in self-regulatory processes (e.g., time management and reduced procrastination) via flexibility-driven pathways (Lee et al., 2025). By translating these strands into a structured metaphor and set of guided activities, the “Casa Vital” tool operationalizes how clarifying personal values, articulating role commitments, through introspective activities, can cultivate motivational competences in future teachers—thereby extending prior work beyond contextual application toward an integrated pedagogical model.
This study advances existing research by operationalizing ACT principles within a novel pedagogical framework which provides a structured metaphor for exploring personal values and professional identity. While ACT-based interventions have been applied in educational contexts primarily to address stress and well-being, their integration into teacher education for the explicit development of motivational competences remains underexplored (Paliliunas et al., 2023; Hayes et al., 2012). The “Casa Vital” model offers an innovative approach by translating abstract psychological constructs into tangible, experiential activities that promote guided introspection. This design moves beyond contextual application by demonstrating how ACT-informed strategies can be embedded in teacher training curricula to foster purpose-driven and resilient teaching practices, thereby contributing conceptually and practically to the field.
Introspection is widely recognized as a core process in teacher education, playing a central role in professional identity development, pedagogical decision-making, and adaptive expertise (Adeoye & Omiwole, 2024). Previous research has shown that reflective practices can enhance self-awareness, motivation, and resilience among future teachers, commonly through narrative writing, portfolios, reflective journals, or guided self-assessment activities (Virtue, 2021). However, despite the extensive use of reflective and metaphorical approaches, many existing models tend to focus either on cognitive reflection about teaching practice or on isolated domains of experience, offering limited integration across personal, relational, and professional spheres. Furthermore, reflective interventions are often implemented in a relatively unstructured manner, relying heavily on individual initiative, which may restrict their potential to foster deep introspection, sustained engagement, and meaningful alignment between values, goals, and professional identity.
The “Casa Vital” model was developed to address these limitations by providing a structured, visual, and spatial metaphor designed to support systematic introspection across multiple life and professional domains. Conceptualized as a “house” composed of interconnected spaces, the model enables participants to explore personal, relational, and professional dimensions within a single coherent framework. In contrast to metaphorical tools that function primarily as illustrative or narrative devices, “Casa Vital” is operationalized as a guided reflective framework, offering explicit scaffolding through structured exercises and prompts that promote introspection and continuity of reflection over time (Peñacoba Puente et al., 2025).
The originality of the “Casa Vital” model lies not merely in the use of metaphor, but in its intentional design as an introspective intervention that bridges introspection and motivation. By combining visual representation, guided questioning, and a progressive structure across sessions, the model facilitates clarification of intrinsic goals, examination of control beliefs, and alignment between personal values and professional aspirations. This integrative approach responds to current calls within teacher education for reflective practices that move beyond descriptive or episodic reflection toward more purposeful, autonomy-oriented professional development (Adeoye & Omiwole, 2024; Virtue, 2021).
Within this context, the present study examines the impact of a guided introspective intervention (“Casa Vital”) on self-reflection, introspection, and motivational competences in future teachers. By empirically exploring changes observed following the implementation of this tool within a teacher-training Master’s program, the study seeks to contribute to the literature on reflective and motivational interventions by offering descriptive evidence on how structured introspective frameworks may be associated with self-determined engagement.

2. Materials and Methods

2.1. Study Design

A quasi-experimental pre–post study without a control group was employed to evaluate the effects of a guided introspective intervention on motivational competences, self-reflection, and introspection in future teachers. This design allowed for the examination of changes over time within the same participants, aligning with the educational nature of the program and the ethical considerations of applying the intervention to the entire cohort.

2.2. Participants

Eighty-two students from the Master’s Program in Teacher Training at Universidad Rey Juan Carlos participated voluntarily. Their average age was 31.80 years (SD = 8.34), ranging from 22 to 57. The median age was 28, and the mode was 26. All participants were enrolled in the Learning and Personality course, where the intervention was implemented as part of the curriculum.
Data collection occurred during scheduled class sessions at two time points:
  • Pre-test: During the first two weeks of the semester, prior to the implementation of the intervention.
  • Post-test: During the final two weeks of the same semester.
Participants completed the questionnaires anonymously through an online platform. Written informed consent was obtained, and confidentiality and data protection were ensured throughout the study. Participation did not affect academic evaluation.

2.3. Interventions

The intervention was embedded in the Learning and Personality Development course of the Master’s Degree in Teacher Training at Universidad Rey Juan Carlos and spanned ten weeks (March–May). It consisted of a structured educational program based on the “La Casa Vital” model, designed to foster introspection and motivational competences in future teachers.
The Casa Vital (Peñacoba Puente et al., 2025), based on the book of Lucy Danziger and Catherine Birndorf “The Nine Rooms of Happiness”, is a metaphorical and visual framework representing personal development as a “house” with interconnected rooms, each symbolizing key dimensions of learning, personality, and emotional well-being. The program aimed to help participants become aware of their personal and professional values, reflect on their teaching purpose, and align their goals with meaningful action.
Across the 10-week program, students completed 10 core thematic sessions (summarized in Table 1) together with introductory and integrative sessions. Participants engaged in guided activities, including:
▪
Construction of their own Casa Vital to explore personal and professional dimensions.
▪
Reflective journaling on values, identity, and motivation.
▪
Group discussions on emotional regulation, purpose, and psychological flexibility.
▪
Individual exercises hosted digitally on the website https://mdmadre.com/blogs, accessed on 15 January 2026, which included reflective texts, audio tracks, guided visualizations, and self-assessment tasks.
The intervention was grounded in ACT principles, emphasizing:
▪
Attention to the present moment.
▪
The self as context.
▪
Personal values.
Introspection was the core strategy, operationalized through structured reflection exercises and the Casa Vital metaphor to facilitate insight and self-awareness.
All procedures complied with institutional ethical guidelines for research in education. The study was approved by the Ethics Committee of Universidad Rey Juan Carlos (approval code: 2911202227122). Participants were informed about the objectives of the study, assured of confidentiality, and provided written informed consent prior to participation. No identifying data were collected, and participation was voluntary.
Session-specific mechanisms and motivational dimensions
To contextualize the motivational changes observed from pre- to post-intervention, Table 2 presents the theoretical alignment between each program session, its dominant ACT hexaflex components, and the motivational dimensions assessed. This matrix is intended to clarify which motivational domains were most plausibly engaged by each thematic module of the intervention.

2.4. Measures

2.4.1. Self-Reflection and Insight Scale (SRIS; Grant et al., 2002; Short Version by Silvia, 2022)

The Short Form of the Self-Reflection and Insight Scale (SRIS-SF; Silvia, 2022) is a concise 12-item questionnaire created to evaluate private self-consciousness. Adapted from Grant et al.’s (2002) original 20-item scale, the abbreviated version preserves the two underlying dimensions: self-reflection and introspection (Insight). Self-Reflection refers to the deliberate and recurrent tendency to think about and analyze one’s own thoughts, feelings, and behaviors, capturing the extent to which individuals engage in self-focused cognitive processing (e.g., “I often think deeply about my thoughts and feelings”). Introspection (Insight), in contrast, reflects the degree of clarity and understanding individuals achieve regarding their internal experiences, such as emotions and motives, as a result of inward attention (e.g., “I usually have a clear sense of why I feel the way I do”). Responses are collected on a 5-point Likert scale, ranging from strong disagreement (1) to strong agreement (5). In the current study, internal consistency was high, with Cronbach’s alpha values of 0.93 for the self-reflection subscale and 0.83 for the introspection subscale.

2.4.2. Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991; Spanish Validation by Ramírez Dorantes et al., 2013)

The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991) is a comprehensive self-report instrument designed to assess college students’ motivational orientations and learning strategies in academic settings. It consists of 76 items divided into two major sections: motivation (five subscales, 26 items) and learning strategies (nine subscales, 50 items). Each item is rated on a 7-point Likert scale ranging from 1 (“not at all true of me”) to 7 (“very true of me”). For this study, only the motivation-related subscales were used to assess students’ motivational orientations in academic contexts. The selected dimensions include: (1) Intrinsic Goal Orientation (4 items), which measures the degree to which students engage in learning for personal interest and mastery (e.g., “In a class like this, I prefer course material that arouses my curiosity, even if it is difficult to learn”); (2) Extrinsic Goal Orientation (4 items), which evaluates motivation driven by grades and external rewards (e.g., “Getting a good grade in this class is the most satisfying thing for me right now”); (3) Task Value (6 items), which assesses students’ perceptions of the importance, usefulness, and interest of the course content (e.g., “I think I will be able to use what I learn in this course in other courses”); (4) Control of Learning Beliefs (4 items), which reflects students’ beliefs about their ability to influence learning outcomes through effort (e.g., “If I try hard enough, I can understand the material in this course”) and (5) Self-Efficacy for Learning and Performance (8 items), which measures students’ confidence in their ability to learn and perform well academically (e.g., “I’m confident I can understand the most complex material presented by the instructor”). In our study, the Cronbach’s alphas obtained for each of the scales were as follows: Intrinsic Goal Orientation (0.79), Extrinsic Goal Orientation (0.81), Task Value (0.90), Control of Learning Beliefs (0.88), Self-Efficacy for Learning and Performance (0.91).

2.5. Data Analysis

Data were analyzed using IBM SPSS Statistics version 26. Prior to conducting the main analyses, the assumption of normality was examined for all study variables using the Shapiro–Wilk test, which is recommended for small-to-moderate sample sizes (Field, 2018; Tabachnick et al., 2007). Results indicated that, with the exception of the introspection variable (p = 0.175), most variables significantly deviated from a normal distribution. However, non-normal distributions are common in psychological and educational research, particularly for self-report measures assessing motivational and introspective constructs (Micceri, 1989; Norman, 2010). Given the adequate sample size (n = 82), the robustness of parametric tests to moderate violations of normality, and their advantages in terms of statistical power and interpretability of effect sizes, parametric analyses were retained for the main comparisons (Field, 2018; Lumley et al., 2002;). This approach is consistent with established recommendations in the methodological literature for psychological research (Norman, 2010; Tabachnick et al., 2007).
Descriptive statistics (means, standard deviations, and frequency distributions) were computed to characterize the sample and summarize pre- and post-intervention scores. Internal consistency for all scales was evaluated using Cronbach’s alpha, confirming adequate reliability across subscales.
To assess changes in introspection, self-reflection, and motivational dimensions, paired-samples t-tests were conducted, with a significance level set at p < 0.05. Effect sizes for pre–post comparisons were computed as Cohen’s d for dependent samples. We reported the repeated-measures estimator (drm) that accounts for the dependence between measurements (Lakens, 2013; Morris & DeShon, 2002). Effect sizes were interpreted using conventional benchmarks (Cohen, 1992).
Missing data were handled through pairwise deletion, given that missingness was less than 5% and occurred at random.

3. Results

3.1. Changes in Self-Reflection and Introspection

A paired-samples t-test was conducted to examine pre- and post-intervention differences in self-reflection and introspection. As shown in Table 3, no changes are observed in self-reflection scores following the intervention. In contrast, significant increases are observed in introspection scores after participation in the program, indicating an improvement in participants’ introspective abilities.

3.2. Changes in Motivational Dimensions

Pre- and post-intervention comparisons were conducted for the motivational dimensions assessed through the MSLQ subscales. As presented in Table 4, significant increases are observed in intrinsic goal orientation, control of learning beliefs, and self-efficacy for learning and performance after the intervention. Although extrinsic goal orientation shows a positive trend, the change does not reach statistical significance. No changes are observed in task value.
These results indicate that the guided introspection program positively influenced participants’ motivational competences, particularly intrinsic goal orientation, control beliefs, and self-efficacy, while extrinsic goal orientation and task value remained unchanged, although showing tendencies toward statistical significance in the first case (p = 0.067).

3.3. Effect Sizes of Pre–Post Changes

Table 5 summarizes the magnitude of the observed pre–post changes across the significant outcomes. For each variable, we report Cohen’s d for dependent samples (d(z)) derived from the paired t-statistic, its 95% confidence interval, and the repeated-measures estimator (d(rm)) that accounts for the pre–post correlation, together with its Hedges’ g(rm) (small-sample bias correction). The table includes results for Introspection, Intrinsic Goal Orientation, Control of Learning Beliefs, and Self-Efficacy for Learning & Performance, alongside the corresponding mean change (ΔM = post − pre), and significance values (t, p).
As can be seen in Table 5, pre–post changes were accompanied by small to small–moderate effects across the significant outcomes. Introspection showed a small-to-moderate effect (Cohen’s dz = 0.30, 95% CI [0.08, 0.52]; repeated-measures drm ≈ 0.30), while Intrinsic Goal Orientation yielded a small effect (dz = 0.22, 95% CI [0.00, 0.44]; drm ≈ 0.25). Control of Learning Beliefs also showed a small effect (dz = 0.23, 95% CI [0.01, 0.45]; drm ≈ 0.22), and Self-Efficacy for Learning & Performance produced a small-to-moderate effect (dz = 0.31, 95% CI [0.08, 0.53]; drm ≈ 0.31). These magnitudes, interpreted against conventional benchmarks (small ≈ 0.20, medium ≈ 0.50, large ≥ 0.80), indicate practically meaningful yet modest improvements typical of brief, structured interventions in teacher education.

4. Discussion

The present study examined the impact of a guided introspective intervention on introspection and motivational dimensions in future teachers. The findings reveal a nuanced pattern of change that provides valuable insights for teacher education and the design of purpose-driven learning experiences (Beauchamp & Thomas, 2009; F. Korthagen, 2016). While our pre–post design without a control group precludes strong causal inferences, the observed small-to-moderate changes are directionally consistent with the intervention’s theoretical aims and offer preliminary, practice-relevant signals for teacher education. We therefore interpret these findings as indicative rather than definitive, emphasizing patterns that may inform the design of purpose-driven learning experiences and motivate more rigorous, controlled evaluations in future research.
Taking these considerations into account, one notable result was the significant improvement in introspection (p = 0.008), while self-reflection remained stable. This distinction aligns with conceptual differences between these constructs: introspection emphasizes active exploration of personal values and goals, whereas self-reflection often involves evaluative thinking, which may trigger self-criticism or rumination, particularly in non-clinical populations (Kaziyev et al., 2019; Larrivee, 2000; Schön, 1992). The intervention activities—value clarification, identity exploration, and purpose-focused reflection—were oriented toward insight, meaning-making, and alignment of personal and professional goals, processes more closely related to introspection than evaluative self-reflection. Previous research supports this interpretation, highlighting that value-oriented reflection fosters professional identity and psychological growth (Grant et al., 2002; Palmer, 2000; Ramírez Dorantes et al., 2013; Zeichner & Liston, 2013).
Significant improvements in Intrinsic Goal Orientation, Control of Learning Beliefs, and Self-Efficacy for Learning and Performance suggest that the intervention could activate motivational processes consistent with Self-Determination Theory (Brown & Ryan, 2003; Deci & Ryan, 2000; Ryan & Deci, 2017). These gains are consistent with the view that introspective practices may be associated with motivational processes, not only in terms of intrinsic engagement, but also through shifts in perceived efficacy and agency (Collie et al., 2012; Jennings & Greenberg, 2009). The upward, though non-significant, trend in Extrinsic Goal Orientation (p = 0.067) reinforces the idea that intrinsic and extrinsic motivations may interact synergistically when learning goals align with personal values (Biesta, 2009; Vansteenkiste et al., 2004).
The ACT hexaflex framework helps to situate the observed changes within a process-oriented account of intervention design. Across sessions, participants engaged in value clarification, committed action, acceptance, and psychological flexibility, supported by reflective journaling and Casa Vital visual metaphors intended to address defusion and self-as-context (Hayes et al., 2012; Harris, 2020; Gross, 2014; Linehan, 2015). The literature indicates that such ACT-based practices promote self-regulation, resilience, and goal-oriented motivation (Flook et al., 2013), consistent with the increases observed in control beliefs and self-efficacy.
From an educational perspective, the increase in introspection without changes in general self-reflection is meaningful. Introspection focused on identity, values, and professional purpose appears more pedagogically effective in non-clinical settings than broad evaluative self-reflection (Mezirow, 1997; Wright, 2015). Introspective strategies may therefore better foster psychological empowerment, agency, and purpose-driven motivation—key elements in professional growth (Jáspez & Sánchez-Moreno, 2019; Seligman & Csikszentmihalyi, 2000).
Taken together, these findings suggest potentially relevant implications for teacher education, particularly for the design of programs that attend not only to technical skill development but also to the psychological dimensions of teaching. Integrating structured and guided introspection into teacher education curricula may support the exploration of future teachers’ thoughts, emotions, and values in ways that contribute to identity formation, agency, and motivational regulation. In line with prior research, such reflective practices can help pre-service teachers articulate why they want to teach, which values inform their professional commitments, and how their sense of purpose connects to everyday classroom practices (Beauchamp & Thomas, 2009; Zeichner & Liston, 2013).
Moreover, the inclusion of values-based reflection and ACT-informed strategies, such as mindfulness, acceptance, and commitment to personally meaningful values, offers a coherent framework for addressing motivation and resilience in teacher education. These approaches are commonly described as supporting psychological flexibility and adaptive coping, which are especially relevant for navigating the emotional and contextual demands of teaching (Hayes et al., 2012; Paliliunas et al., 2023). Consistent with research highlighting the role of purpose in teaching, such practices may be associated with greater resilience, adaptability, and the capacity to foster autonomy and engagement in students (Jennings & Greenberg, 2009). Overall, the present findings inform the ongoing refinement of teacher education programs aimed at preparing educators who are reflective, purpose-driven, and adaptable to complex educational contexts.
Finally, this study informs innovative educational designs, including gamified and experiential learning approaches. The ongoing development of a serious game inspired by the Casa Vital framework (Peñacoba Puente et al., 2025) offers a promising avenue for scalable and immersive introspective interventions.

4.1. Limitations

Several limitations of the present study should be acknowledged when interpreting the findings. First, the quasi-experimental pre–post design without a control group constrains causal inference. Although statistically significant changes were observed following the guided introspective intervention, these changes cannot be unequivocally attributed to the intervention itself. Alternative explanations, such as maturation effects over the course of the academic program, increased familiarity with self-report measures, or concurrent learning experiences, may have contributed to the observed outcomes.
Second, the study relied exclusively on quantitative self-report measures, which may be susceptible to social desirability bias, particularly given the introspective and reflective nature of the intervention and the teacher education context in which professional norms and expectations may shape responses. Although validated instruments with good internal consistency were used to assess self-reflection, introspection, and motivational competencies, this exclusive reliance on self-report data constrains the depth and scope of interpretation. In particular, the absence of qualitative materials limits insight into how participants subjectively experienced, internalized, and made meaning of the structured introspective practices. The inclusion of complementary data sources—such as reflective journals, narrative accounts, behavioral indicators, or external assessments—would allow for triangulation of findings and a more nuanced understanding of the processes underlying the observed changes. Accordingly, future research would benefit from adopting mixed-method designs that integrate quantitative outcomes with qualitative analyses, thereby strengthening validity and offering a more comprehensive account of the mechanisms through which guided introspection may relate to motivational and professional development.
Third, the intervention was conducted within a specific academic setting—a Master’s program in Teacher Training—which may have influenced participants’ engagement and responses. The structured institutional context, the role of the instructor, and the timing of the intervention within the curriculum may have interacted with the intervention effects, limiting the generalizability of the results to other educational or professional contexts.
Finally, while effect sizes were included to facilitate interpretation of the practical significance of the observed changes, the relatively short duration of the intervention and the absence of follow-up assessments preclude conclusions regarding the stability or long-term impact of these effects. Longitudinal and controlled studies are needed to examine the sustainability of introspective and motivational changes over time.
Taken together, these limitations suggest that the present findings should be interpreted as evidence of meaningful post-intervention changes rather than definitive causal effects. Future research employing randomized controlled designs, longitudinal follow-ups, and multi-method assessment strategies would further clarify the role of guided introspection in fostering motivational competences and professional development in teacher education.

4.2. Future Research

Future studies should implement randomized controlled designs, examine long-term sustainability of gains, and explore effects on teacher identity, emotional resilience, and classroom behavior. Digital and gamified introspective tools, such as the ongoing Casa Vital-based serious game, represent promising methods to scale introspection across teacher training programs.

5. Conclusions

This study offers preliminary empirical indications that guided introspection may be associated with enhancements in motivational competences, introspective awareness, and purpose-oriented professional development among future teachers. Taken together, the observed patterns suggest that practices aimed at insight, value alignment, and motivational agency may support the development of educators who are purposeful, resilient, and reflective. Integrating introspection into teacher education as a core pedagogical tool, rather than a supplementary activity, may be essential for cultivating teachers who not only know how to teach but also understand why they teach. These findings highlight the potential of structured introspective interventions to strengthen teacher identity, motivation, and professional purpose, offering a practical framework for curriculum design in teacher training programs.

Author Contributions

Conceptualization, P.C. and C.P.P.; Methodology, I.D.-P., P.C., S.J.G.C., J.S.M.L., M.Z.-C. and C.P.P.; Software, I.D.-P.; Formal analysis, S.J.G.C.; Investigation, I.D.-P., P.C., S.J.G.C., J.S.M.L., M.Z.-C. and C.P.P.; Resources, M.Z.-C.; Data curation, P.C., S.J.G.C., J.S.M.L., M.Z.-C. and C.P.P.; Writing—original draft, I.D.-P., S.J.G.C., J.S.M.L., M.Z.-C. and C.P.P.; Writing—review & editing, C.P.P.; Supervision, P.C. and C.P.P.; Project administration, P.C., J.S.M.L., M.Z.-C. and C.P.P.; Funding acquisition, P.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by Universidad Rey Juan Carlos, Call for Educational Innovation Projects 2024/2025, project code PIE24_025 (Educational Innovation Tools Applied to the Methodology of Introspection Aimed at the Acquisition of Attitudinal and Motivational Competencies in Future Teachers; Herramientas de innovación educativa aplicadas a la metodología de introspección dirigidas a la adquisición de competencias actitudinales y motivacionales en futuros docentes).

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of Universidad Rey Juan Carlos (protocol code 2911202227122, date of approval [15 December 2022]).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The datasets generated and/or analyzed during the current study are not publicly available due to privacy and ethical restrictions but are available from the corresponding author on reasonable request.

Acknowledgments

The authors thank the participants for their involvement in the study and the support provided by the faculty and administrative staff of the Master’s Program in Teacher Training. During the preparation of this manuscript, the author used ChatGPT (version 5) for language refinement and organization of the text. The authors have reviewed and edited the output and take full responsibility for the content of this publication.

Conflicts of Interest

The authors declare no conflicts of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

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Table 1. Sessions of the “Vital House” (“La Casa Vital”) Program.
Table 1. Sessions of the “Vital House” (“La Casa Vital”) Program.
SessionRoom/ThematicMotivational Focus
1Rooms of the Vital HouseSelf-determined motivation and personal agency
2The BathroomIntrinsic motivation for self-care and emotional regulation
3The KitchenValues-based motivation and psychological nourishment
4The OfficeGoal-oriented motivation and control of learning beliefs
5Living Room & LoungeRelational motivation, belonging, interpersonal regulation
6The BasementIdentity and Integrated based motivation grounded in personal history
7The AtticAutonomous motivation and management of external expectations
8Room 10—IntrospectionDeep introspective motivation and values clarification
9–10Plasterboard WallsMotivational coherence and integration across life domains
Note. Summary of the 10 sessions of the Vital House (“La Casa Vital”) program, indicating the focus and type of motivation targeted.
Table 2. Alignment between program sessions, ACT hexaflex components, and motivational variables (MSLQ).
Table 2. Alignment between program sessions, ACT hexaflex components, and motivational variables (MSLQ).
SessionRoom/ThemePrimary ACT Hexaflex ComponentsTarget Motivational Variables (MSLQ)Theoretical Mechanism (Non-Causal)
1Rooms of the Vital HouseValues; Self-as-context (secondary: Present-moment)Intrinsic Goal Orientation; Task Value; Control of Learning BeliefsMapping life roles to personal values may increase perceived meaning (task value) and agency over strategies (control beliefs), supporting autonomous goal orientation.
2BathroomAcceptance; Present-moment (secondary: Defusion)Self-Efficacy for Learning & Performance; Control of Learning Beliefs; ↓ Extrinsic Goal OrientationTraining emotion regulation (mindfulness/acceptance) may enhance self-regulation and perceived mastery (self-efficacy) and reduce reliance on external reinforcement (lower extrinsic orientation).
3KitchenValues; Committed ActionTask Value; Intrinsic Goal Orientation; (secondary) Self-EfficacyLinking ‘psychological nourishment’ to study activities may elevate task value and intrinsic motives; concrete value-based steps can provide mastery experiences (self-efficacy).
4OfficeCommitted Action; Values (secondary: Defusion)Control of Learning Beliefs; Self-Efficacy; Task ValueSMART goals and if–then plans can strengthen agency (control beliefs) and mastery (self-efficacy) while maintaining task meaning (task value); defusion may mitigate perfectionism.
5Living Room & LoungeAcceptance; Present-moment; Relational ValuesIntrinsic Goal Orientation; Task Value; (secondary) Self-Efficacy (social)Belonging and prosocial aims may support autonomous motivation and task value; present-focused interpersonal regulation can improve efficacy in social learning contexts.
6BasementSelf-as-context; Acceptance (secondary: Defusion)Self-Efficacy; Intrinsic Goal Orientation; ↓ Extrinsic Goal OrientationReframing identity from rigid self-judgments to perspective-taking may bolster mastery expectations and internalized motives while reducing externalized orientation.
7AtticDefusion; Values; Self-as-context↓ Extrinsic Goal Orientation; ↑ Intrinsic Goal Orientation; Control of Learning BeliefsManaging external expectations through defusion and values re-anchoring may lower extrinsic orientation and restore autonomy and perceived control over learning.
8Room 10—IntrospectionValues; Present-moment (secondary: Self-as-context)Intrinsic Goal Orientation; Task Value; (secondary) Self-EfficacyStructured introspection and values clarification may increase meaning and commitment to significant tasks; directional clarity can sustain self-efficacy.
9–10Plasterboard WallsCommitted Action; Values; Self-as-context (integration)Control of Learning Beliefs; Self-Efficacy; Task ValueIntegrating life domains into coherent plans may increase cross-domain agency (control beliefs), yield cumulative mastery (self-efficacy), and sustain task value.
Abbreviations: ACT = Acceptance and Commitment Therapy; MSLQ = Motivated Strategies for Learning Questionnaire; ↓ low levels; ↑ high levels.
Table 3. Pre–Post Comparison of Self-Reflection and Introspection.
Table 3. Pre–Post Comparison of Self-Reflection and Introspection.
VariablePre M (SD)Post M (SD)tp
Self-reflection33.25 (7.80)33.64 (7.03)−0.5050.615
Introspection25.19 (7.83)27.14 (7.10)−2.7150.008
Note. M = mean; SD = standard deviation. Paired-samples t-test.
Table 4. Pre–Post Comparison Motivational Dimensions.
Table 4. Pre–Post Comparison Motivational Dimensions.
VariablePre M (SD)Post M (SD)tp
Intrinsic Goal Orientation5.11 (1.26)5.40 (1.08)−1.9990.049
Extrinsic Goal Orientation3.43 (1.56)3.67 (1.34)−1.8600.067
Task Value5.69 (1.03)5.61 (1.08)0.9240.358
Control of Learning Beliefs5.89 (1.17)6.10 (0.94)−2.1000.039
Self-Efficacy for Learning & Performance5.57 (0.86)5.82 (0.75)−2.7660.007
Note. M = mean; SD = standard deviation. Paired-samples t-test.
Table 5. Effect Sizes of Pre–Post Changes.
Table 5. Effect Sizes of Pre–Post Changes.
VariableΔM (Post–Pre)t (81)pCohen’s dz (dep.)95% CI for dzCohen’s drmHedges’ grm
Introspection1.95−2.7150.0080.300[0.078, 0.520]0.3000.297
Intrinsic Goal Orientation0.29−1.9990.0490.221[0.001, 0.439]0.2480.246
Control of Learning Beliefs0.21−2.1000.0390.232[0.012, 0.451]0.2220.220
Self-Efficacy for Learning & Performance0.25−2.7660.0070.305[0.083, 0.526]0.3070.304
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Díaz-Portales, I.; Catalá, P.; González Castilla, S.J.; López, J.S.M.; Zapata-Cáceres, M.; Peñacoba Puente, C. Teaching with Purpose: Changes in Motivational Competences Following a Guided Introspective Intervention. Psychol. Int. 2026, 8, 10. https://doi.org/10.3390/psycholint8010010

AMA Style

Díaz-Portales I, Catalá P, González Castilla SJ, López JSM, Zapata-Cáceres M, Peñacoba Puente C. Teaching with Purpose: Changes in Motivational Competences Following a Guided Introspective Intervention. Psychology International. 2026; 8(1):10. https://doi.org/10.3390/psycholint8010010

Chicago/Turabian Style

Díaz-Portales, Irene, Patricia Catalá, Sergio Jesús González Castilla, José San Martín López, María Zapata-Cáceres, and Cecilia Peñacoba Puente. 2026. "Teaching with Purpose: Changes in Motivational Competences Following a Guided Introspective Intervention" Psychology International 8, no. 1: 10. https://doi.org/10.3390/psycholint8010010

APA Style

Díaz-Portales, I., Catalá, P., González Castilla, S. J., López, J. S. M., Zapata-Cáceres, M., & Peñacoba Puente, C. (2026). Teaching with Purpose: Changes in Motivational Competences Following a Guided Introspective Intervention. Psychology International, 8(1), 10. https://doi.org/10.3390/psycholint8010010

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