Interpersonal predictors and outcomes of motivational profiles in middle school
- Authors
- Lee, You-kyung; Cho, Eunsoo; Roseth, Cary J.
- Issue Date
- Jul-2020
- Publisher
- Pergamon Press Ltd.
- Keywords
- Social interdependence; Socio-cognitive conflict regulation; Motivational profile; Achievement goals; Self-efficacy
- Citation
- Learning and Individual Differences, v.81
- Journal Title
- Learning and Individual Differences
- Volume
- 81
- URI
- https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/1360
- DOI
- 10.1016/j.lindif.2020.101905
- ISSN
- 1041-6080
- Abstract
- The purpose of this study was to identify sixth graders' motivational profiles based on achievement goals and self-efficacy (n = 275) and to examine how these profiles relate to students' attitudes about social interdependence (cooperation, competition) and socio-cognitive conflict regulation (epistemic, competitive-relational, protective-relational). Latent profile analysis identified four profiles-(1) low mastery-approach goals with average other scores (Low Mastery), (2) high scores on all variables (High All), (3) high self-efficacy and mastery-approach goals (High Self-efficacy and Mastery), and (4) average scores on all variables (Average All). As expected, cooperative attitudes predicted greater likelihood of membership into profiles with higher masteryapproach goals and self-efficacy. The High Self-efficacy and Mastery profile showed the lowest level of less adaptive conflict regulation (competitive-relational and protective-relational regulations). Results highlight the importance of promoting students' cooperative attitudes, which are conducive to forging positive motivational profiles and thereby minimizing the use of relational regulation.
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