Interpersonal predictors and outcomes of motivational profiles in middle school
DC Field | Value | Language |
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dc.contributor.author | Lee, You-kyung | - |
dc.contributor.author | Cho, Eunsoo | - |
dc.contributor.author | Roseth, Cary J. | - |
dc.date.available | 2021-02-22T05:23:40Z | - |
dc.date.issued | 2020-07 | - |
dc.identifier.issn | 1041-6080 | - |
dc.identifier.uri | https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/1360 | - |
dc.description.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. | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.publisher | Pergamon Press Ltd. | - |
dc.title | Interpersonal predictors and outcomes of motivational profiles in middle school | - |
dc.type | Article | - |
dc.publisher.location | Netherlands | - |
dc.identifier.doi | 10.1016/j.lindif.2020.101905 | - |
dc.identifier.scopusid | 2-s2.0-85086105137 | - |
dc.identifier.wosid | 000551842700004 | - |
dc.identifier.bibliographicCitation | Learning and Individual Differences, v.81 | - |
dc.citation.title | Learning and Individual Differences | - |
dc.citation.volume | 81 | - |
dc.type.docType | Article | - |
dc.description.isOpenAccess | N | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | STUDENTS ACHIEVEMENT GOALS | - |
dc.subject.keywordPlus | SOCIAL INTERDEPENDENCE | - |
dc.subject.keywordPlus | PERFORMANCE-APPROACH | - |
dc.subject.keywordPlus | SELF-EFFICACY | - |
dc.subject.keywordPlus | CONFLICT | - |
dc.subject.keywordPlus | MODEL | - |
dc.subject.keywordPlus | ORIENTATION | - |
dc.subject.keywordPlus | COMPETENCE | - |
dc.subject.keywordPlus | ATTITUDES | - |
dc.subject.keywordPlus | SCIENCE | - |
dc.subject.keywordAuthor | Social interdependence | - |
dc.subject.keywordAuthor | Socio-cognitive conflict regulation | - |
dc.subject.keywordAuthor | Motivational profile | - |
dc.subject.keywordAuthor | Achievement goals | - |
dc.subject.keywordAuthor | Self-efficacy | - |
dc.identifier.url | http://www.sciencedirect.com/science/article/pii/S1041608020300856 | - |
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