A Person-Centered Investigation of Academic Motivation and Its Correlates in High School

Autor/inn/en	Wormington, Stephanie V.; Corpus, Jennifer Henderlong; Anderson, Kristen G.
Titel	A Person-Centered Investigation of Academic Motivation and Its Correlates in High School
Quelle	In: Learning and Individual Differences, 22 (2012) 4, S.429-438 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.03.004
Schlagwörter	Incentives; Student Motivation; Multivariate Analysis; Profiles; Correlation; Metacognition; High School Students; Measures (Individuals); Extracurricular Activities; Outcomes of Education; Academic Achievement + Suchen Sie Ihr Suchwort? Anreiz; Schulische Motivation; Multivariate Analyse; Charakterisierung; Profilanalyse; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Außerunterrichtliche Aktivität; Lernleistung; Schulerfolg; Schulleistung
Abstract	This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related correlates. Cluster analysis revealed four motivational profiles characterized by comparably high levels of all types of motivation ("high quantity"), high intrinsic motivation relative to introjected and external regulation ("good quality"), low intrinsic motivation and introjected regulation relative to external regulation ("poor quality"), and very low intrinsic motivation and introjected regulation relative to external regulation ("low quantity with poor quality"). Students in the high quantity and good quality profiles reported the strongest academic performance and greatest overall extracurricular participation, with students in different motivational profiles likely to participate in different types of activities. Students in the high quantity profile, moreover, perceived the most teacher support and school relatedness. These findings suggest that controlled forms of extrinsic motivation may not be associated with maladaptive outcomes at the high school level when coupled with high levels of intrinsic motivation. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10