Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters

Autor/inn/en	Vansteenkiste, Maarten; Sierens, Eline; Soenens, Bart; Luyckx, Koen; Lens, Willy
Titel	Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters
Quelle	In: Journal of Educational Psychology, 101 (2009) 3, S.671-688 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0015083
Schlagwörter	Student Motivation; Multivariate Analysis; Profiles; High School Students; Self Determination; Comparative Analysis; Qualitative Research; Statistical Analysis; Teaching Methods; Scores; Learning Motivation; Measures (Individuals); Metacognition; Grade Point Average; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Schulische Motivation; Multivariate Analyse; Charakterisierung; Profilanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Qualitative Forschung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Messdaten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Belgien
Abstract	The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed. (Contains 1 figure, 6 tables, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10