A person-centered approach to action-control beliefs of students with special educational needs and their relation to student performance and time on task.

Autor/inn/en	Nyman, Laura; Koivuhovi, Satu; Greiff, Samuel; Hotulainen, Risto; Little, Todd D.; Vainikainen, Mari-Pauliina
Titel	A person-centered approach to action-control beliefs of students with special educational needs and their relation to student performance and time on task. Gefälligkeitsübersetzung: Ein personenzentrierter Ansatz zu den Überzeugungen von Schülern mit sonderpädagogischem Förderbedarf hinsichtlich der Handlungskontrolle und deren Zusammenhang mit der Leistung der Schüler und der Zeit, die sie für eine Aufgabe aufwenden.
Quelle	In: The journal of educational psychology, 118 (2025) 3, S. 421-443Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1939-2176
DOI	10.1037/edu0001000
Schlagwörter	Eigenschaft; Selbstkonzept; Sekundarbereich; Schüler; Schülerin; Schülerleistung; Motivation; Energiebedarf; Sonderpädagogik; Sonderpädagogischer Förderbedarf
Abstract	While effort and motivation are crucial for academic success, research on their relation to academic success of students with special educational needs (SEN) is inconclusive, largely due to the heterogeneity of students with SEN and their diverse motivational characteristics. The aim of this study is to address this gap by utilizing person-centered latent profile analysis to identify distinct profiles based on students? control-related motivational beliefs, and to examine how students? SEN status is associated with the likelihood of exhibiting certain profiles. In addition, we explore how these motivational profiles differ in terms of student performance, including academic achievement (student-reported grade point average) and cognitive tasks (learning to learn tasks), as well as task behavior, specifically time on task (log data) as an indicator of effort. Analyzing national-level data from Finnish ninth graders with and without SEN status (N = 6,942), four motivational profiles emerged: agentic, moderate, avoidant, and mixed. Although SEN students were depicted in all motivational profiles, they were more likely to belong to profiles demonstrating more maladaptive motivational patterns, less time on task, and lower cognitive task achievement. Through these findings, we highlight the importance of a person-centered approach to students? beliefs in identifying different reasons and consequences for performance. We also contribute to research on students? motivational patterns and behavior-related factors explaining differences in task performance that can be further explored using computer-based assessment and log analytics. Educators and policy makers can apply these valuable insights to support students with diverse motivational profiles and learning needs. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3