Predicting physical activity intention and behaviour using achievement goal theory: A person-centred analysis

Abstract

The purpose of the current study was to identify the 2 Â 2 achievement goals profiles at the intraindividual level using a latent profile analyses (LPA) approach while controlling for the nesting of students within classroom. Additional analyses involving the direct inclusion of predictors and outcomes to the final latent profile solution were also used to examine the relationships between the latent profiles and perceived motivational climate, intention to be physically active and physical activity participation. A sample of 1810 school children aged 14e19 years drawn from 79 classes in 13 Singaporean schools took part in the study. Using the latent profile analysis, four distinct motivational profiles could be identified. The results from multinomial logistic regressions showed that profile membership was significantly predicted by perceptions of mastery and performance climate. Finally, the results showed that the four profiles differed significantly in terms of intention to be physically active and physical activity participation.

Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective

“…The inclusion of these covariates in the model helps to limit Type 1 errors by combining analyses (e.g., Bolck et al, 2004; Marsh et al, 2009; Wang et al, 2016). Differences among the profiles in the four outcome variables were compared.…”

Teachers’ Goal Orientation Profiles and Participation in Professional Development Activities

“…Schwinger and Wild (2012) also identified the multiple goals and diffuse profile but identified a high learning goal orientation profile instead of the approach oriented profile. A four-profile solution was found in six studies (Luo et al, 2011;Schwinger, Steinmayr, & Spinath, 2016;Tapola & Niemivirta, 2008;Tuominen-Soini et al, 2011Wang, Morin, Liu, & Chian, 2016), including a high performance, high-avoidance and a success-oriented profile (combining high performance goals and high learning goals) (Tuominen-Soini et al, 2011. Other combinations found in four profile solutions were diffuse, multiple goals, all high goals and disengaged (all low goals) ; diffuse, approach oriented, moderate learning and success-oriented (Luo et al, 2011); and high-avoidance, success-oriented, approach oriented and high learning oriented (Tapola & Niemivirta, 2008).…”

Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport

“…Over the last 20 years, person-centered approaches have increased in popularity due to their contribution to both our theoretical and practical understanding of motivation (e.g., Haerens et al 2018;Ntoumanis 2002;Vansteenkiste et al 2009;Biddle 2001, Wang et al 2016). These approaches enable us to explore questions about how motivational constructs combine through identifying specific subgroups with different patterns of relationships to motivational variables, rather than how relationships apply to the average person in the sample (Morin and Wang 2015;Wang et al 2016). The benefits of employing a person-centered approach to SDT and its constructs is described in previous work in relation to profiles of autonomous and controlled motivation (e.g., Vansteenkiste et al 2009) and profiles of need supportive and need thwarting behaviours (e.g., Haerens et al 2018).…”