A person-centered investigation of math motivation and its correlates to math achievement in elementary students

Abstract

The present study used a person-centered approach to identify math motivation profiles under self-determination theory, and examine whether math achievement varies across different profiles. Data were collected from 2,137 children. Five student motivation profiles were identified: a “high quality” profile characterized by high levels of intrinsic and identified motivation and a low level of controlled motivation, a “high quantity” profile characterized by high levels of these three kinds of motivation, a “low quantity” profile characterized by low levels of these three kinds of motivation, a “poor quality” profile characterized by a high level of controlled motivation and low levels of intrinsic and identified motivation, and a “low autonomous motivation” profile characterized by very low levels of intrinsic and identified motivation. These five profiles differed in math achievement. We found that students in the high quality profile had the highest level of math achievement compared to those in the other profiles. This result indicated that the quality of motivation was more important than the amount of motivation.

Hubungan antara Motivasi dengan Pencapaian Matematik Murid Tahun Lima

“…Murid yang bermotivasi memiliki ketabahan dalaman yang diperlukan untuk belajar dan menyesuaikan diri dengan tuntutan persekitaran pembelajaran (Schumacher & Ifenthaler, 2018;Wigfield et al, 2019). Di samping itu, murid yang mempunyai motivasi yang tinggi lebih berkemungkinan untuk terlibat secara aktif, dan menunjukkan peningkatan prestasi, ketabahan, dan daya cipta dalam pencapaian Matematik (Lv et al, 2019). Dengan ini, pencapaian murid ini masih boleh dipertingkatkan jika motivasi murid ditingkatkan.…”

Nature, implications and determinants of academic motivation profiles among upper elementary and secondary students

“…So far, various studies have been conducted to assess elementary and secondary school students' academic motivation profiles. However, some of these studies (Corpus & Wormington, 2014;Hayenga & Corpus, 2010;Oga-Baldwin & Fryer, 2017;Vansteenkiste et al, 2009;Wormington et al, 2012) have only considered the broad categories of autonomous/controlled motivation, while others (Liu et al, 2009;Lv et al, 2019;Oga-Baldwin & Fryer, 2018Paixao & Gamboa, 2017;Ratelle et al, 2007) have relied on a more comprehensive coverage of behavioral regulations. Despite these variations in operationalization, the results tend to converge on four common academic motivation profiles: (a) Autonomous: high autonomous and low controlled; (b) Strongly Motivated: high autonomous and high controlled; (c) Controlled: low autonomous and high controlled; and (d) Non-Motivated: low autonomous and low controlled.…”

Motivational Profiles in Unemployment: A Self-Determination Perspective

“…Studies have applied a person-centered approach to the types of motivation of the SDT in a variety of contexts (i.e., education, sport, and work) (11,14,16). In the literature, the nature of these profiles differs from profiles consisting of low to high levels of the more controlled types of motivation 1 in combination with low to high levels of the more autonomous types of motivation (11,13).…”

“…However, the contexts of these studies influenced the nature of the profiles that emerged (14,15,17). More specifically, a review of the literature illustrated that studies in the work context reported more truly autonomous profiles than studies in the educational (especially among high school students) and sport (especially among elite athletes) contexts, in which more controlled profiles emerged.…”

“…Despite its added value, such a person-oriented motivational perspective has not yet been applied in the unemployment context. Extrapolating the findings from another context may not be straightforward, as several researchers have advanced that different profiles may emerge in different contexts (14,15). As the unemployment context is a pressuring context where the outcome (employment) is often not within control and amotivation reigns, we could expect the emergence of profiles that are particular to this context, with their own particular implications for individuals' well-being, attitudes, and behavior.…”