Students’ Motivational Profiles Changes in an Academic Setting: A Longitudinal Study a Longitudinal Study

Ostovar, Negar; Mesrabadi, Javad

doi:10.1016/j.sbspro.2011.10.198

Cited by 2 publications

(5 citation statements)

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“…These studies measured students’ motivation two or three times, identified motivational profiles, and detected student membership transitions across profiles over time. They were conducted in various educational settings, including elementary school (Corpus & Wormington, 2014; Oga-Baldwin & Fryer, 2018), middle school (Hayenga & Corpus, 2010), higher education (Gillet et al, 2017; Ostovar & Mesrabadi, 2011), and the sport and exercise domains (Cece et al, 2018; Emm-Collison et al, 2020; Martinent & Decret, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…One other possible explanation for this inconsistency could be that the stability and shifting patterns of motivational profiles are highly dependent upon specific study contexts. While past longitudinal person-centered studies have examined populations in elementary school (Corpus & Wormington, 2014; Oga-Baldwin & Fryer, 2018), middle school (Hayenga & Corpus, 2010), and higher education settings (Gillet et al, 2017; Ostovar & Mesrabadi, 2011), the high school population has been understudied. With high school being a critical developmental period when adolescents shape and reshape their beliefs, attitudes, and motivations toward school (Legault et al, 2006), new studies are warranted to examine how high-school students’ motivation changes over time from a longitudinal and person-centered approach.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Third, most studies were conducted with short periods between measurements of motivation from two months (Martinent & Decret, 2015), to one semester (Gillet et al, 2017; Ostovar & Mesrabadi, 2011), to one academic year (Cece et al, 2018; Corpus & Wormington, 2014; Hayenga & Corpus, 2010). Only a couple of studies investigated longer-term shifts in motivation over two or three years (Emm-Collison et al, 2020; Oga-Baldwin & Fryer, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Examining high-school students' motivation change through a person-centered approach.

Xie¹,

Vongkulluksn²,

Cheng³

et al. 2022

Journal of Educational Psychology

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Students' academic motivation is malleable in nature and can change over time. Variable-centered research can detect general changes in motivational variables. Recent studies have shown that learning behaviors are driven by a combination of motivations, resulting in distinct motivational profiles. Person-centered studies can detect nuanced changes in students' motivation profile memberships. Examining the nature of profile shifts could be the key to support long-term development of academic motivation. The purpose of this study was to investigate how high-school students' academic motivational profiles changed across 2 academic years and how school belongingness and achievement feedback influenced their motivation profile memberships. Latent transition analysis of responses from 1,670 high-school students revealed 6 motivational profiles: amotivated, externally regulated, balanced demotivated, moderately motivated, balanced motivated, and autonomously motivated. Pairwise logistic regression results showed that high-school students' sense of school belongingness and their prior achievement level significantly predicted their motivation profile membership in the 2nd year, controlling for their 1st-year membership. Educational Impact and Implications StatementThe study identified 6 groups of high-school students who possess unique motivational characteristics, ranging from amotivated to externally regulated, balanced demotivated, moderately motivated, balanced motivated, and autonomously motivated. The results showed that the changes in highschool students' motivation were more complex than an increase or a decrease in the level of motivation. Students moved from having 1 set of motivational characteristics to another set of motivational characteristics across 2 academic years. School belongingness and prior achievement level were positively associated to motivation shifting toward more adaptive characteristics. Understanding the patterns and predictive factors of motivational change can better inform teachers and school administers to generate strategies that support students' motivation development as a whole, shifting to increasingly adaptive motivational profiles over time. As there are few longitudinal person-centered studies of motivation situated in high school settings, the current study adds to practical knowledge about the mechanism of students' motivation development at this crucial juncture in their academic career.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Examining high-school students' motivation change through a person-centered approach.

Xie¹,

Vongkulluksn²,

Cheng³

et al. 2022

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…This is probably due to the teaching and learning environment and major transitions in lifestyles and relationships. 21 The higher increase of AM and CM from T0 to T1 in comparison with the increase from T1 to T2 could be caused by a ceiling effect. This means that a maximum effect could have been reached at T2.…”

Section: Discussionmentioning

confidence: 96%

“…18,19 Longitudinal studies conducted in high schools, colleges and universities report fluctuations in student motivation across time in response to classroom activities and during a transitional academic year. [20][21][22] Although motivation is known to be dynamic, is susceptible to learning environment influences , and influences educational outcomes, research on motivation as a dependent variable is limited. 19,[23][24][25] To our knowledge this is the first study that investigates pharmacist motivation in CE as a dependent variable across time.…”

Section: Introductionmentioning

confidence: 99%

A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System

Tsoi

Boer

Croiset

et al. 2018

American Journal of Pharmaceutical Education

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Objective. To explore the changes in motivation of Dutch pharmacists for Continuing Education (CE) in the Dutch CE system. Methods. Pharmacists' motivation was measured across three time points with the Academic Motivation Scale, based on the Self-Determination Theory of motivation. The Latent Growth Modelling technique was used to analyze these data. Results. Over a period of 21 months, Controlled Motivation had increased and Relative Autonomous Motivation of Dutch pharmacists had decreased. Traineeship was the only demographic factor with a significant influence on the change in motivation. No subgroups with different trajectories could be identified. Conclusion. Relative Autonomous Motivation of Dutch pharmacists for CE decreases over time. This indicates a loss of Autonomous Motivation ("good" motivation) in favor of Controlled Motivation ("bad" motivation). Further research needs to be conducted to gain a better understanding of the association between pharmacist motivation and the features of the current CE system.

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Students’ Motivational Profiles Changes in an Academic Setting: A Longitudinal Study a Longitudinal Study

Cited by 2 publications

References 6 publications

Examining high-school students' motivation change through a person-centered approach.

Examining high-school students' motivation change through a person-centered approach.

A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System

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