Self-determined profiles of academic motivation

被引：0
|
作者：
István Tóth-Király
Alexandre J. S. Morin
David Litalien
Mariann Valuch
Beáta Bőthe
Gábor Orosz
Adrien Rigó
机构：
[1] Concordia University,Substantive
[2] ELTE Eötvös Loránd University,Methodological Synergy Research Laboratory, Department of Psychology
[3] Université Laval,Institute of Psychology
[4] University of Dundee,Département des Fondements et Pratiques en Éducation Faculté des Sciences de L’éducation
[5] Université de Montréal,School of Social Sciences
[6] Université d’Artois,Département de Psychologie
[7] Université de Lille,ULR 7369
[8] Université Littoral Côte d’Opale, URePSSS
来源：
Motivation and Emotion | 2022年 / 46卷
关键词：
Self-determination theory (SDT); Global self-determination; Self-reported grades; Profiles; Life satisfaction; Grit; Dropout intentions; Latent profile analysis (LPA); Academic motivation; Bifactor exploratory structural equation modeling (bifactor-ESEM);
D O I：
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中图分类号：
学科分类号：
摘要：
This study was designed to investigate academic motivation profiles (and their similarity) among distinct samples of high school students. Anchored in recent developments in self-determination theory, these profiles were estimated while considering both the global and specific nature of academic motivation. The role of fixed mindsets and parenting practices in predicting profile membership, as well as the implications of these profiles for several outcomes, were also investigated. Latent profile analysis revealed five profiles (weakly motivated, moderately motivated, self-determined, amotivated, and strongly motivated) differing in global and specific motivation levels. Fixed mindset was weakly related to profile membership, perceived parenting practices showed more widespread associations. Most desirable outcomes were linked to the self-determined and strongly motivated profiles, and then to the moderately motivated, weakly motivated, and amotivated profiles.
引用
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页码：152 / 170
页数：18
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