Exploring motivational profiles among high school students: a social-cognitive perspective
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.
adolescent motivation, achievement, goal orientation, academic self-efficacy, subjective task-values, academic self-regulation, latent profile analysis
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign