Differences in students’ school motivation: A latent class modelling approach

Korpershoek, Hanke; Kuyper, Hans; Werf, Greetje van der

doi:10.1007/s11218-014-9274-6

Cited by 34 publications

(68 citation statements)

References 69 publications

(134 reference statements)

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“…This is in line with observations from previous studies which generally showed that males were more likely to pursue performance goals (Anderman & Young, 1994;Linnenbrink et al, 1999) or to be more frequently represented in performance-driven profiles (Levy-Tossman et al, 2007). Korpershoek et al (2015) and Shim and Finch (2014) identified profiles characterized by low levels on all goals, corresponding to the Moderately Unmotivated profile identified here among 17% of the females. The absence of a similar profile among males might be related to the greater representation of males (41%) in the Social Power and Rewards Oriented profile, which presents relatively low levels on most goals, save for social power and rewards.…”

Section: Gender Differentiation and Similarity In Achievement Goal Prsupporting

confidence: 92%

“…In line with prior research showing the benefits of adopting mastery or social goals alone King et al, 2010Watkins, McInerney, & Lee, 2002) or in combination (Korpershoek et al, 2015;Shim & Finch, 2014;Wentzel, 1993), the Mastery-Socially Oriented profile was associated with desirable outcomes for males and females. Perhaps more interesting is the observation that the Social Power and Praise Oriented profile presented similar outcomes levels as the Mastery-Socially Oriented profile.…”

Section: Outcomes Of Achievement Goal Profilessupporting

confidence: 87%

“…No profile characterized by high levels on each achievement goals was identified in this study, nor in Shim and Finch's (2014) study, although one such profile was identified by Korpershoek et al (2015). However, the current study and Shim and Finch (2014) both identified a Moderately Motivated profile presenting slightly above average levels on all achievement goals.…”

Section: Gender Differentiation and Similarity In Achievement Goal Prcontrasting

confidence: 65%

“…In a more recent LPA study of adolescents from the Netherlands focusing on the four broad types of ISM goals (i.e., mastery, performance, social, and extrinsic), Korpershoek, Kuyper, and van der Werf (2015) identified six profiles, again corresponding to fewer patterns: (a) a high level of performance and extrinsic goals; (b) a high level of mastery and social goals, (c) a high level on all goals; (d, e, and f) a low level on all goals, but extremely low levels of performance and extrinsic goals for profiles (e) and (f). School commitment and academic self-efficacy were found to be highest in profiles presenting high levels of achievement goals, and lowest in profiles characterized by lower than average levels of achievement goals.…”

mentioning

confidence: 99%

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Achievement goal profiles among adolescent males and females.

Litalien

Morin

McInerney

2017

Developmental Psychology

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Achievement goal theory has long been a dominant model in the study of student motivation. However, a relatively small number of researchers have investigated gender differences in achievement goals or have considered the possible role that social and extrinsic goals may play in student academic motivation. Adopting a person-centered multiple goals perspective based on personal investment theory, this longitudinal study investigated whether males and females shared similar goal profiles, and whether the predictors (facilitating conditions) and outcomes (learning processes, task perseverance, and future aspirations) of these profiles were equivalent across genders. Profiles were extracted from 8 types of academic goals, based on a large sample of Hong Kong high school students (N = 7,848). Findings revealed 5 distinctive profiles for both males and females. Although the relative size of these profiles differed across samples of male and female students, the results show that 4 of these profiles were mostly equivalent across genders. Predictors of membership into these profiles were also equivalent across genders, whereas their relative outcomes were specific to gender.

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Section: Gender Differentiation and Similarity In Achievement Goal Prsupporting

confidence: 92%

Section: Outcomes Of Achievement Goal Profilessupporting

confidence: 87%

Section: Gender Differentiation and Similarity In Achievement Goal Prcontrasting

confidence: 65%

mentioning

confidence: 99%

See 2 more Smart Citations

Achievement goal profiles among adolescent males and females.

Litalien

Morin

McInerney

2017

Developmental Psychology

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“…In a previous publication using the same dataset, latent cluster analysis was used to define student groups with different motivational profiles (Korpershoek, Kuyper, & Van der Werf, 2015). It was found that the student group with high scores on all motivation dimensions (i.e.…”

Section: Relationships Between the Two Constructsmentioning

confidence: 99%

Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

Korpershoek

2016

FLR

Self Cite

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The aims of the present study were (1) to identify to what extent school motivation and school commitment contributed to the explanation of students' academic achievement in addition to the effect of students' cognitive capacities, (2) to find out whether school commitment mediated the relation between school motivation and academic achievement, and (3) to find out whether school motivation mediated the relation between school commitment and academic achievement. New in the field is that perspectives from two different research traditions were adopted, resulting in a selection of variables introduced by identity development theory and by motivational theories on achievement goals. The overall goal was to provide insight in the underlying structure of the relationships among these variables by providing new empirical evidence derived from a large student sample. A sample of more than 6,000 secondary school students from the Netherlands was therefore used in the study. Path models (structural equation models) were used to analyse the data. Fit indices of the final model were satisfactory. This model included students' cognitive capacities, three motivation factors (performance, social, and extrinsic motivation; mastery was excluded) and one commitment component (indepth exploration; the 'commitment' and 'reconsideration of commitment' components were excluded). The results showed small effects of performance (+), social (+), and extrinsic (-) motivation on academic achievement in addition to students' cognitive capacities. A very small negative effect was found for in-depth exploration. In-depth exploration mediated the motivation -achievement relationships to a limited extent. Suggestions for further research are discussed.Keywords: school motivation; school commitment; cognitive capacities; academic achievement; identity development theory; achievement goal theory IntroductionThe purpose of the present study was to better understand the underlying structure of the relationships among school motivation, school commitment, and academic achievement of students in secondary education. School motivation is derived from the achievement goal framework. The school commitment construct follows from identity development theory, referring to students' feelings of being committed to school.The relation between motivation and achievement has received ample attention in the literature (for recent meta-analyses using achievement goal theory see Huang, 2012;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010). However, within the widely used achievement goal framework, the focus is usually on a limited set of achievement goals (i.e. mastery and performance goals). Maehr (1984) suggested that also social solidarity goals and extrinsic goals should be considered when studying achievement goals in educational settings, because students largely vary in their orientations toward learning. Therefore, all four suggested achievement goals are investigated in this paper as indicators of students' school motivation.The relatio...

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The Interplay Between Adolescents’ Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

2016

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Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; MAge = 13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.

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Differences in students’ school motivation: A latent class modelling approach

Cited by 34 publications

References 69 publications

Achievement goal profiles among adolescent males and females.

Achievement goal profiles among adolescent males and females.

Relationships among motivation, commitment, cognitive capacities, and achievement in secondary education

The Interplay Between Adolescents’ Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

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