Understanding Motivational Profiles of High-Ability Female Students from a Singapore Secondary School: A Self-Determination Approach

Autor/inn/en	Kong, Leng Chee; Liu, Woon Chia
Titel	Understanding Motivational Profiles of High-Ability Female Students from a Singapore Secondary School: A Self-Determination Approach
Quelle	In: Asia-Pacific Education Researcher, 29 (2020) 6, S.529-539 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-020-00504-2
Schlagwörter	Student Motivation; Secondary School Students; Grade 9; Academically Gifted; Academic Ability; Females; Adolescents; Self Determination; Single Sex Schools; Self Efficacy; Learning; Psychological Characteristics; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Schulische Motivation; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbestimmung; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Self-efficacy; Selbstwirksamkeit; Lernen; Ausland; Singapur
Abstract	Using the self-determination theory (SDT), this study sought to understand motivational profiles and their links to psychological learning attributes. Participants were 90 secondary three (grade 9) students, aged 15 to 16 years old, from an elite all-girls school in Singapore. Hierarchical cluster analysis revealed three clusters of students with distinct motivational profiles. MANOVA, ANOVA and post hoc tests showed that the three clusters differed significantly in self-efficacy, intrinsic task value, effort and enjoyment in learning. A "highly motivated" cluster characterised by high introjected, identified and intrinsic regulations was found to be most adaptive, with the "highly motivated" cluster being associated with the most optimal psychological learning attributes. An "unmotivated" cluster characterised by high amotivation was found among this sample of high-ability students, with the "unmotivated" cluster being the least adaptive. The importance of understanding how the different motivational regulations were combined to influence psychological learning attributes was discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01