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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Lampkins, Shawn

Contributors dc:contributor

• Espelage, Dorothy L.
• Larson, Reed W.
• Nettles, Saundra
• Pomerantz, Eva M.

• adolescent motivation
• achievement
• goal orientation
• academic self-efficacy
• subjective task-values
• academic self-regulation
• latent profile analysis

Statement dc:rights

• Copyright 2014 Shawn Lampkins

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49491

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49491