A Motivation Profile Analysis of Malay Students in Singapore

Autor/inn/en	Liu, W. C.; Wang, John C. K.; Kang, H. J.; Kee, Ying Hwa
Titel	A Motivation Profile Analysis of Malay Students in Singapore
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 2, S.299-311 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1770690
Schlagwörter	Learning Strategies; Questionnaires; Student Motivation; Student Characteristics; Ethnic Groups; Secondary School Students; Self Management; Self Efficacy; Value Judgment; Psychological Needs; Test Anxiety; Individual Differences; Achievement Gap; Foreign Countries; Singapore; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulische Motivation; Ethnie; Sekundarschüler; Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Werturteil; Examination phobia; Testangst; Prüfungsangst; Individueller Unterschied; Ausland; Singapur
Abstract	This study aims to examine the motivational profiles of Malay students in Singapore-based self-regulated learning framework (Pintrich & De Groot, 1990) and self-determination theory (SDT; Deci & Ryan, 1985). The sample consisted of 740 secondary school students from 24 tuition centres for Malay students only. The students were from three academic streams in Singapore (Express, Normal-academic, and Normal-technical). Using cluster analysis, five different clusters of students were found based on their unique characteristics on self-regulation and learning strategies scores. The clusters were named from best to poor in numeric order. Cluster 1 is characterized by high scores on intrinsic value, self-efficacy, self-regulation, and lower scores on lack of learning strategies and anxiety compared to other clusters. On the other hand, cluster 5 has the lowest intrinsic values, self-efficacy, and self-regulation relative to their scores on other clustering variables. In addition, the more adaptive profiles were also found to score higher in enjoyment and effort, and lower in boredom, compared to other clusters. The findings suggest that intra-individual differences in self-regulated learning behaviour are associated with the expected differences in the type of motivation possessed, and learning outcome measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01