How students’ motivational profiles change during the transition from primary to lower secondary school

Raufelder, Diana; Hoferichter, Frances; Hirvonen, Riikka; Kiuru, Noona

doi:10.1016/j.cedpsych.2022.102117

Cited by 9 publications

(30 citation statements)

References 78 publications

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“…To summarize, these previous findings inform us that some students may hold multiple salient motivational beliefs simultaneously, and that cost seems particularly important in capturing aspects of motivation and distinguishing different types of students that cannot be fully captured by solely positive EVT components (see Juntunen et al, 2022;Perez et al, 2019;Raufelder et al, 2022;Watt et al, 2019). As most previous studies have focused only on a single or one combined aspect of cost (Conley, 2012;Gaspard et al, 2018Gaspard et al, , 2019, it seems important to further examine the multidimensionality of cost while investigating students' motivational profiles.…”

Section: A Person-centered Approach -Expectancy-value Profilesmentioning

confidence: 69%

“…In both domains, they found a group with overall positive motivation, a group with overall negative motivation yet elevated utility value, and also, similarly to Juntunen et al (2022), Perez et al (2019), and Lee et al (2022), a group showing elevated levels of both positive and negative motivational beliefs. A similar group of lower-secondary students with high self-concept and task value, yet elevated levels of cost in both mathematics and literacy was identified by Raufelder et al (2022). In addition, they also found a group of students with, simultaneously low motivation and low cost (Raufelder et al, 2022).…”

Section: A Person-centered Approach -Expectancy-value Profilesmentioning

confidence: 80%

“…A similar group of lower-secondary students with high self-concept and task value, yet elevated levels of cost in both mathematics and literacy was identified by Raufelder et al (2022). In addition, they also found a group of students with, simultaneously low motivation and low cost (Raufelder et al, 2022).…”

Section: A Person-centered Approach -Expectancy-value Profilesmentioning

confidence: 80%

“…Previous findings on the development of expectancies and values have demonstrated that on average, motivation for school typically declines across levels of education (Jacobs et al, 2002), even within one semester (Kosovich et al, 2017). Negative changes seem to particularly occur during or after changes in the educational environment (i.e., educational transitions), as these typically involve increased academic demands and changes in social networks, among other things (Eccles & Roeser, 2011;Raufelder et al, 2022). Less is known about the development of cost but, as an exception, Robinson et al (2019) demonstrated that cost significantly increased among engineering students during the first years of college.…”

Section: Stability and Change In Students' Expectancies And Valuesmentioning

confidence: 99%

“…Only a few studies have investigated development in students' expectancy-value beliefs by using person-centered approaches, and these suggest that students' motivational profiles remain relatively stable across time (Lazarides, Dicke, et al, 2019;Lazarides et al, 2018Lazarides et al, , 2021Lazarides et al, , 2022Raufelder et al, 2022). Still, intraindividual differences in the development of students' motivational profiles have been detected.…”

Section: Stability and Change In Students' Expectancies And Valuesmentioning

confidence: 99%

See 4 more Smart Citations

Motivational Profiles in Mathematics - Stability and Links with Educational and Emotional Outcomes

Widlund¹,

Tuominen²,

Korhonen³

2023

Preprint

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Grounding on expectancy-value theory, this study investigated stability and change in adolescent students' (N = 508) motivational profiles in mathematics (expectancy, values, costs) during the last year of comprehensive education, and how these changes relate to relevant educational outcomes (mathematics performance and aspirations) and students’ well-being (study-related exhaustion and depressive symptoms). Latent profile and latent transition analyses revealed four motivational profiles among students: Positively ambitious (high expectancy and value beliefs, low costs, T1: 34%/ T2: 32%), Struggling ambitious (high expectancy and value beliefs, high costs, T1: 25%/T2: 25%), Indifferent (low expectancy and value beliefs, low costs, T1: 22%/T2: 21%), and Maladaptive (low expectancy and value beliefs, high costs, 19%/22%). Although some fluctuations were detected in profile memberships within the school year, the majority of the students (80%) displayed stable mathematics motivation across ninth grade. Students who remained Positively ambitious also performed well, aspired for an education that required high mathematical skills, and experienced the least problems with their well-being, whereas students in the most negative motivational profile (Maladaptive) showed the opposite patterns. However, students who experienced high math-related costs, despite having positive value beliefs, performance and aspirations (i.e., Struggling ambitious), also experienced one of the highest levels of study-related exhaustion and depressive symptoms. Elevated levels of exhaustion and depressive symptoms were systematically associated with negative motivational transitions in general (i.e., moving from Positively ambitious to Struggling ambitious, or from Indifferent to Maladaptive), highlighting the importance of reducing perceived study-related costs in schools and supporting students' well-being.

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Section: A Person-centered Approach -Expectancy-value Profilesmentioning

confidence: 69%

Section: A Person-centered Approach -Expectancy-value Profilesmentioning

confidence: 80%

Section: A Person-centered Approach -Expectancy-value Profilesmentioning

confidence: 80%

Section: Stability and Change In Students' Expectancies And Valuesmentioning

confidence: 99%

Section: Stability and Change In Students' Expectancies And Valuesmentioning

confidence: 99%

See 3 more Smart Citations

Motivational Profiles in Mathematics - Stability and Links with Educational and Emotional Outcomes

Widlund¹,

Tuominen²,

Korhonen³

2023

Preprint

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Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year

Hoferichter,

Schlesier

2024

Z Erziehungswiss

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Students’ motivation and well-being are not only highly relevant for success at school, they also facilitate students’ inherent growth, optimal functioning, and health. However, both motivation and well-being tend to decline over the school year, presenting a risk for students’ academic achievement and health. Although both constructs are closely related, longitudinal evidence of their relationship is still lacking. Following achievement goal theory and the broaden-and-build theory of positive emotions, it is the goal of the current study to explore how achievement goal-orientation is related to students’ physical and psychological well-being. A total of 733 seventh- and eighth-grade students (MAge = 14.73, SD = 0.69; 52% girls) participated in the study, completing the questionnaire once at the beginning and again at the end of the school year. By applying path analysis in Mplus, this study shows that students who tend to exhibit an avoidance goal orientation at the beginning of the school year tend to report lower levels of psychological and physical well-being at the end of the school year. Students who exhibit appearance performance approach goals reported higher levels of physical well-being at the end of the school year. Results also indicate that boys tend to report higher physical and psychological well-being at both time points.

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Transition from primary to lower secondary school in Austria. Findings from a longitudinal study during COVID-19

Berger,

Kraler,

Schreiner

2024

Z f Bildungsforsch

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Transition from the familiar environment of primary school to the larger, more complex setting of secondary school is, for most students, marked by social and academic challenges as well as a need to fit in. The aim of this contribution is to investigate the possible impact of achievement-related personal resources and social support in coping with the developmental task of transitioning from primary to lower secondary school during COVID-19. We make the assumption that a sudden shift to distance learning due to the pandemic intensified the challenges of transitioning to secondary school and led to educational disadvantage, in particular for students who were struggling with the demands of self-regulated distance learning.Data were generated from a longitudinal study carried out in a rural-alpine region of Austria in 2021 and 2022. During the time where COVID-19 was affecting education, 188 pupils were surveyed in the year prior to and after their transition from primary to lower secondary school. In order to analyse the impact of achievement-related personal resources and social support, a multivariate hierarchical regression analysis was conducted.Results showed that managing the transition to lower secondary school relied heavily upon pupils’ ability to cope with self-regulatory demands of distance learning, their achievement-related personal resources and social integration in class in primary school. However, from the findings, we can conclude that social support in secondary school also plays an important role. The ability to cope with social and academic demands in secondary school is at a higher level when pupils receive school-related support from their parents, recognise their school climate as supportive and perceive their teachers’ expertise in judging academic achievements as high.

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How students’ motivational profiles change during the transition from primary to lower secondary school

Cited by 9 publications

References 78 publications

Motivational Profiles in Mathematics - Stability and Links with Educational and Emotional Outcomes

Motivational Profiles in Mathematics - Stability and Links with Educational and Emotional Outcomes

Striving to learn and feeling well? The effects of students’ achievement goal-orientation on their psychological and physical well-being over one school year

Transition from primary to lower secondary school in Austria. Findings from a longitudinal study during COVID-19

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