I examined ways pre-service teachers' motivational and cognitive variables (i.e., endogenous/exogenous instrumentality, intrinsic/extrinsic motivational goal orientation, metacognitive self-regulation, and cognitive learning strategies) contributed to explaining their use of extensive knowledge integration strategies within teacher education courses. Future time perspective (FTP) theory was used as a framework to study pre-service teachers' future goals to become teachers and the effect that future goals have on students' initiation and maintenance of their motivation and learning. A total of 197 college students in teacher education courses participated in this research. To obtain answers for specific research questions, data were analyzed through multiple regression analysis and path analysis. The multiple regression result of this research indicated that students' ratings on use of elaboration strategies (β = .27, p < .01) and critical thinking strategies (β = .25, p < .01) made statistically significant contributions to the prediction of students' ratings on their use of extensive knowledge integration strategies. Additionally, results from the hierarchical regression analysis showed that, the final model indicated that prediction of students' extensive knowledge integration significantly improved; R2 = .19, change in R2 = .10, F(3, 188) = 7.49, p < .01. The path analysis demonstrated that three variables had direct effects on students' use of knowledge integration strategies; specifically, their use of critical thinking strategies (β = .25, p < .01), elaboration strategies (β = .29, p < .01), and rehearsal strategies (β = -.17, p < .05). The total effects on students' extensive knowledge integration with statistically significant p values (p< .05) were endogenous instrumentality (β = .10), rehearsal strategies (β = -.17), intrinsic motivation (β = .19), metacognitive self-regulation (β = .22), critical thinking strategies (β = .25), and elaboration strategies (β = .29). Results suggested that understanding of the relationship between current academic tasks and their future goals, intrinsic motivational goal orientation, metacognitive self-regulation, and use of deep learning strategies were necessary for pre-service teachers' effective learning that could promote the development of their teaching expertise.
