Examining High-School Students' Motivation Change through a Person-Centered Approach

Autor/inn/en	Xie, Kui; Vongkulluksn, Vanessa W.; Cheng, Sheng-Lun; Jiang, Zilu
Titel	Examining High-School Students' Motivation Change through a Person-Centered Approach
Quelle	In: Journal of Educational Psychology, 114 (2022) 1, S.89-107 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Kui) ORCID (Vongkulluksn, Vanessa W.) ORCID (Cheng, Sheng-Lun) ORCID (Jiang, Zilu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000507
Schlagwörter	High School Students; Student Motivation; Profiles; Student School Relationship; Feedback (Response); Change; Student Characteristics + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Charakterisierung; Profilanalyse; Schüler-Lehrer-Beziehung; Wandel
Abstract	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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01