Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach

Lee, You‐kyung; Ju, Unhee

doi:10.1016/j.cedpsych.2021.101944

Cited by 9 publications

(5 citation statements)

References 62 publications

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“…With regard to RQ1, we identified three salient classes with distinct developmental patterns for language learning motivation and two developmental patterns for emotion, respectively, among the 176 Chinese college students over two semesters. This observation highlighted a particular contribution of the GMM technique to motivation research; that is, it helped to identify patterned outcomes regarding the complex and dynamic processes of motivational development, which might have been ignored in most process-oriented research where inter-individual differences in terms of developmental processes were not considered (e.g., at a relatively global, subgroup level; see similar views in Baba and Nitta, 2021 ; Lee and Ju, 2021 ). Specifically, three different classes (each with a distinct developmental pattern) were found for the 176 Chinese EFL learners’ learning motivation, with the high stable class comprising the dominant developmental pattern (65.7%), corroborating the finding of Guay et al (2021) that most learners had constantly high levels of motivation over time.…”

Section: Discussionmentioning

confidence: 97%

“…The present study adopts a GMM technique, a modeling-based technique with strong validity ( Warschauer et al, 2019 ), which has also been recently applied in general learning motivation research (e.g., Guay et al, 2021 ; Lee and Ju, 2021 ). GMM as an extension of the latent growth curve model (LGCM; Bollen and Curran, 2006 ) specifies two parameters (i.e., intercept and slope) that can capture the general trend and temporal changes of individual development over time.…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…To date, only one study ( Lee and Ju, 2021 ) adopted the parallel-process GMM technique to investigate general learning motivation. Lee and Ju (2021) explored the motivation trajectories of South Korean learners, based on three components of extrinsic motivation and competence beliefs. The study identified three different patterns of developmental trajectories for external regulation, and four distinct classes for introjected and identified regulation, respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

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Dynamics of Language Learning Motivation and Emotions: A Parallel-Process Growth Mixture Modeling Approach

Peng²,

Lowie³

2022

Front. Psychol.

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The present study adopted a novel parallel-process growth mixture modeling (GMM) technique to research the adaptive interaction between foreign language learners’ learning motivation and emotions, with a view to advancing our understanding of how language learning motivation and emotions (enjoyment and anxiety) adaptively interact with each other over time. The present study, situated in the Chinese English as a foreign language (EFL) learning context, collected learning motivation and emotion data from 176 Chinese EFL learners over a period of two semesters (12 months). The GMM technique adopted in the study identified three developmental profiles of motivation and two of emotions, respectively. The study further distilled salient patterns of motivation–emotion interaction over time, patterns significant for designing and implementing pedagogical interventions for motivation enhancement. The parallel-process GMM technique was also proven to be a useful approach to parsing learner variety and learning heterogeneity, efficiently summarizing the complex, dynamic processes of motivation and emotion development.

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Section: Discussionmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Dynamics of Language Learning Motivation and Emotions: A Parallel-Process Growth Mixture Modeling Approach

Peng²,

Lowie³

2022

Front. Psychol.

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“…Academic competence is seen as an important antecedent of the goal of achieving student competence (Duchesne & Larose, 2018). High or increased competence will affect the achievement of maximum performance (Lee & Ju, 2021).…”

mentioning

confidence: 99%

Compatibility of Learning Competency Achievement Indicators In Electronic School Book (ESB) Indonesian High School with Critical Thinking Aspects

Safi’i

Hikmat

Anggraini

et al. 2022

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td rowspan="2" valign="top" width="439"><p class="Abstract"><strong>Abstract:</strong> The purpose of writing this article is to describe the level of conformity and diversity of development indicators of competency achievement in Indonesian high school BSE with critical thinking aspects emphasized by the Directorate. PSMA Directorate General of Primary and Secondary Education (2017). The method used in this research is content analysis. The research procedure used refers to Huberman and Saldaña (2018). The results showed that in the BSE class X there were 79 items, in class XI as many as 64, and in class XII as many as 55 items. The development of indicators of competency achievement in BSE Indonesian high school in general has been in accordance with critical thinking aspects, but the distribution of each aspect of critical thinking has not been evenly distributed.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Tujuan penulisan artikel ini adalah untuk mendeskripsikan tingkat kesesuaian dan keberagaman pengembangan indikator pencapaian kompetensi dalam BSE bahasa Indonesia SMA dengan aspek berpikir kritis yang ditekankan oleh Dit. PSMA Ditjen Pendidikan Dasar dan Menengah (2017). Metode yang digunakan dalam penelitian ini adalah analisis isi. Prosedur penelitian yang digunakan mengacu pada Huberman dan Saldaña (2018). Hasil penelitian menunjukkan, bahwa dalam BSE kelas X terdapat 79 butir, kelas XI sebanyak 64, dan kelas XII sebanyak 55 butir. Pengembangan indikator pencapaian kompetensi pada BSE bahasa Indonesia SMA secara umum telah sesuai dengan aspek berpikir kritis, namun penyebaran tiap aspek berpikir kritis belum merata.</p></td><td width="0" height="12"> </td></tr><tr><td width="0" height="175"> </td></tr></tbody></table></div>

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Life and Job Satisfaction in Parallel

Czarnecki,

Vargas Chanes

2023

Quality of Life in Asia

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Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach

Cited by 9 publications

References 62 publications

Dynamics of Language Learning Motivation and Emotions: A Parallel-Process Growth Mixture Modeling Approach

Dynamics of Language Learning Motivation and Emotions: A Parallel-Process Growth Mixture Modeling Approach

Compatibility of Learning Competency Achievement Indicators In Electronic School Book (ESB) Indonesian High School with Critical Thinking Aspects

Life and Job Satisfaction in Parallel

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