{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/49491"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/49491","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring motivational profiles among high school students: a social-cognitive perspective","abstract":"Motivational beliefs are central role players in shaping academic self-regulation and achievement, which decline significantly as students matriculate secondary-educational contexts. This study uses an advanced latent-profile mixture model analysis to explore and identify the motivational belief profiles of 273 high school students, profile prevalence, and their respective associations with academic self-regulation and achievement. Three motivational profiles were identified, each representing significant proportions of the sample (57%, 22%, 21%, respectively). Each profile exhibited significant relations across indices of academic self regulation and achievement. Practical and theoretical implications are discussed.","abstract_html":"Motivational beliefs are central role players in shaping academic self-regulation and achievement, which decline significantly as students matriculate secondary-educational contexts. This study uses an advanced latent-profile mixture model analysis to explore and identify the motivational belief profiles of 273 high school students, profile prevalence, and their respective associations with academic self-regulation and achievement. Three motivational profiles were identified, each representing significant proportions of the sample (57%, 22%, 21%, respectively). Each profile exhibited significant relations across indices of academic self regulation and achievement. Practical and theoretical implications are discussed.","abstract_has_math":false,"creators":["Lampkins, Shawn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Espelage, Dorothy L.","Larson, Reed W.","Nettles, Saundra","Pomerantz, Eva M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-30T16:46:49Z","date_published":"2014-05-30T16:46:49Z","updated_at":"2026-07-22T22:25:38Z","subjects":["adolescent motivation","achievement","goal orientation","academic self-efficacy","subjective task-values","academic self-regulation","latent profile analysis"],"languages":["en"],"rights":["Copyright 2014 Shawn Lampkins"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/49491","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Espelage, Dorothy L.","Larson, Reed W.","Nettles, Saundra","Pomerantz, Eva M."]},{"key":"dc:creator","label":"Author","values":["Lampkins, Shawn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-05-30T16:46:49Z","2014-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adolescent motivation","achievement","goal orientation","academic self-efficacy","subjective task-values","academic self-regulation","latent profile analysis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2014 Shawn Lampkins"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/49491"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Motivational beliefs are central role players in shaping academic self-regulation and achievement, which decline significantly as students matriculate secondary-educational contexts. 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