Understanding Motivational Profiles of High-Ability Female Students from a Singapore Secondary School: A Self-Determination Approach

Kong, Leng Chee; Liu, Woon Chia

doi:10.1007/s40299-020-00504-2

Cited by 9 publications

(7 citation statements)

References 27 publications

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“…Lastly, the results indicated an unmotivated profile (19.52% of the sample). The existence of this profile again contradicts most previous profile research (63)(64)(65), in which high(er) levels of amotivation combined with low levels of the other types of motivational regulation to form the unmotivated group. However, it corresponds somewhat to a profile identified by Abós et al (66), which they labeled the low motivation group.…”

Section: Discussioncontrasting

confidence: 84%

Motivational Profiles in Unemployment: A Self-Determination Perspective

Vaart

Broeck

Rothmann

et al. 2022

Front. Public Health

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In general, being unemployed has negative implications for the individual and the mental health of the public as a collective. One way to escape this situation is to search for a job. However, following self-determination theory (SDT), unemployed people's different reasons (i.e., their motivation) for engaging in a job search influence their well-being, attitudes, and behaviors for better or worse. Some research has already supported the associations between different types of motivation and these outcomes, but less is known about how these types of motivation simultaneously associate with these outcomes. The current study addressed this issue by studying how different motivational profiles had different implications for the affective experiences, commitment to employment, and job search behavior of the unemployed. Latent profile analysis, among 865 unemployed individuals from previously disadvantaged communities in South Africa, highlighted four distinct motivational profiles: motivated, ambivalent, amotivated, and unmotivated. The motivated reported some good well-being (i.e., positive experiences) and economic outcomes (i.e., employment commitment and job search), but these came at a cost (i.e., more negative experiences). The same went for the ambivalent, but to a lesser extent. Being unmotivated seemed to have the opposite effect in that it came with psychological benefits, but with economic costs, as these individuals might withdraw from the labor market. This also applied to the amotivated, although they experienced less psychological benefit than their unmotivated counterparts. The findings made several contributions to SDT and unemployment research and could help tailor interventions and policies for particular types of unemployed people.

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Section: Discussioncontrasting

confidence: 84%

Motivational Profiles in Unemployment: A Self-Determination Perspective

Vaart

Broeck

Rothmann

et al. 2022

Front. Public Health

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“…According to SDT-related research (e.g., Ryan and Connell, 1989 ), autonomous types of motivation displayed a strong correlation with positive emotions (e.g., enjoyment) but showed no correlation or a very weak correlation with negative emotions (e.g., anxiety). Kong and Liu (2020) and Liu et al (2021) obtained similar findings that autonomously motivated secondary school learners were likely to experience a higher level of enjoyment and lower level of boredom. The predictive role of autonomous motivation in boredom in EFL learning is also supported by previous studies in the SLA field.…”

Section: Discussionmentioning

confidence: 59%

The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners

Wang

Liu²

2022

Front. Psychol.

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For several decades, there has been an increase in studies on second language motivation, one of the most salient topics in individual difference research in second language acquisition, guided by theories and methods from related fields. Self-determination theory (SDT) is one of the most influential theories to provide a comprehensive framework for investigating language learning motivation. To date, numerous SDT-related studies have been performed to explore ways to develop more self-determined types of motivation. However, research on the relationship between self-determined types of motivation and other psychological variables has been limited. To address this gap, the present study investigated the complex relationships between autonomous motivation, buoyancy, boredom, and engagement in a sample of 561 Chinese senior high school English as a foreign language (EFL) learners. Data were collected through a composite questionnaire measuring students’ autonomous motivation, buoyancy, boredom, and engagement in EFL learning. Chain mediation analysis was used to test the complex relationships among these variables. The results show that autonomous motivation directly affected student engagement in EFL learning and autonomous motivation also indirectly affected student engagement in EFL learning through the separate mediation of buoyancy and boredom in EFL learning as well as the chain mediation of both mediators. The results support SDT and offer some pedagogical implications for teachers and educators.

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“…Cluster analysis has previously been used to examine students' motivational profiles in educational settings (Kong & Liu, 2020;Liu et al, 2009;Ng et al, 2016;Ratelle et al, 2007;Vansteenkiste et al, 2009). It allows individuals to be allocated to subgroups which hold a particular motivation profile.…”

Section: Motivation and Motivation Profilesmentioning

confidence: 99%

Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis

et al. 2022

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Background Promoting and improving STEM education is being driven by economic concerns as modern economies have a rising demand for qualified researchers, technicians, and other STEM professionals. In addition, women remain under-represented in STEM-related fields, with significant economic and societal consequences. Abundant research has shown that gendered pathways into and away from STEM are mediated through motivation, but there is paucity of knowledge regarding gendered patterns in high school students’ motivation profiles, especially in transdisciplinary domains like integrated STEM (iSTEM). This study addresses these gaps by examining the interconnection between patterns in motivation profiles towards integrated STEM (iSTEM), gender and STEM test scores. Results Using cluster analysis in a sample of N = 755 eighth grade students, we established four distinct motivation profiles. Subsequently, a multinomial logistic regression was performed to calculate predicted probabilities for cluster membership based on gender and test scores. Cluster distributions indicate significant differences based on gender and test score. Although our analysis shows no difference in average test scores, significant gender differences can be found in and between motivation profiles. For instance, girls are more likely to belong to a less favorable profile cluster than boys. In that cluster, girls have on average a significantly higher test score compared to boys, indicating a differential effect of motivation profiles. Conclusions The concept of motivational co-expression emphasizes a need for instructors to move past the simple high or low motivation labels, and toward an appraisal that recognizes how students adopt a complex interplay of motivation types. Moreover, the gender analyses raise questions about how we can move towards more equitable approaches.

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Understanding Motivational Profiles of High-Ability Female Students from a Singapore Secondary School: A Self-Determination Approach

Cited by 9 publications

References 27 publications

Motivational Profiles in Unemployment: A Self-Determination Perspective

Motivational Profiles in Unemployment: A Self-Determination Perspective

The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners

Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis

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