Examining high-school students' motivation change through a person-centered approach.

• Autores: Kui Xie, Vanessa W. Vongkulluksn, Sheng-Lun Cheng, Zilu Jiang
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 1, 2022, págs. 89-107
• Idioma: inglés
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• Resumen

  • Students’ academic motivation is malleable in nature and can change over time. Variable-centered research can detect general changes in motivational variables. Recent studies have shown that learning behaviors are driven by a combination of motivations, resulting in distinct motivational profiles. Person-centered studies can detect nuanced changes in students’ motivation profile memberships. Examining the nature of profile shifts could be the key to support long-term development of academic motivation. The purpose of this study was to investigate how high-school students’ academic motivational profiles changed across 2 academic years and how school belongingness and achievement feedback influenced their motivation profile memberships. Latent transition analysis of responses from 1,670 high-school students revealed 6 motivational profiles: amotivated, externally regulated, balanced demotivated, moderately motivated, balanced motivated, and autonomously motivated. Pairwise logistic regression results showed that high-school students’ sense of school belongingness and their prior achievement level significantly predicted their motivation profile membership in the 2nd year, controlling for their 1st-year membership. (PsycInfo Database Record (c) 2022 APA, all rights reserved)