Not All Roads Lead to Rome--Comparing Different Types of Motivational Regulation Profiles

Autor/inn/en	Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit
Titel	Not All Roads Lead to Rome--Comparing Different Types of Motivational Regulation Profiles
Quelle	In: Learning and Individual Differences, 22 (2012) 3, S.269-279 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.12.006
Schlagwörter	College Students; Motivation Techniques; Student Motivation; Learning Motivation; Profiles; Grade 11; Grade 12; Comparative Analysis; Metacognition; Foreign Countries; High School Students; Correlation; Academic Achievement; Individual Differences; Mastery Learning + Suchen Sie Ihr Suchwort? Collegestudent; Motivationsförderung; Schulische Motivation; Motivation for studies; Lernmotivation; Charakterisierung; Profilanalyse; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Schulleistung; Individueller Unterschied
Abstract	The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an individual motivational regulation profile and which kind of profiles are most adaptive with respect to enhanced effort and persistence. To shed more light on this issue, we examined the motivational regulation profiles within two samples of German high-school and college students. In Study 1 (N = 231 11th and 12th grade students), latent profile analysis revealed five subgroups of students holding different motivational regulation profiles. In Study 2 (N = 600 college students), the five class solution was replicated with slight changes in the nature of the profiles. In both studies, profiles with a higher overall level of motivational strategy use were associated with a higher level of effort and achievement. Regarding differences in profile shape, results indicated that profiles emphasizing mastery and/or performance-approach self-talk were most adaptive. Implications of the findings for future research on motivational regulation are discussed. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10