TY - JOUR
T1 - Latent profile analysis of students’ motivation and outcomes in mathematics
T2 - an organismic integration theory perspective
AU - Wang, Chee Keng John
AU - Liu, Woon Chia
AU - Nie, Youyan
AU - Chye, Yen Leng Stefanie
AU - Lim, Boon San Coral
AU - Liem, Gregory Arief
AU - Tay, Eng Guan
AU - Hong, Ying Yi
AU - Chiu, Chi Yue
N1 - Publisher Copyright:
© 2017 The Authors
PY - 2017/5
Y1 - 2017/5
N2 - The purpose of the current study was to identify the motivation profiles at the intraindividual level using a latent profile analyses (LPA) approach. A total of 1151 secondary school students aged 13 to 17 years old from Singapore took part in the study. Using LPA, four distinct motivational profiles were identified based on four motivation regulations. Profile 1 has very low introjected and low autonomous motivation (6% of sample). Profile 2 had high external and identified regulations and very low intrinsic regulation (10%). Profile 3 consisted of students with high identified and intrinsic regulations (51%). Profile 4 had moderately low identified and intrinsic regulations (33%). The results showed that the four profiles differed significantly in terms of effort, competence, value, and time spent on math beyond homework. The best profile (Profile 3) reported highest scores in effort, value, competence and time spent on Math beyond homework. The worst profile (Profile 1) reported lowest scores in all the four outcome variables.
AB - The purpose of the current study was to identify the motivation profiles at the intraindividual level using a latent profile analyses (LPA) approach. A total of 1151 secondary school students aged 13 to 17 years old from Singapore took part in the study. Using LPA, four distinct motivational profiles were identified based on four motivation regulations. Profile 1 has very low introjected and low autonomous motivation (6% of sample). Profile 2 had high external and identified regulations and very low intrinsic regulation (10%). Profile 3 consisted of students with high identified and intrinsic regulations (51%). Profile 4 had moderately low identified and intrinsic regulations (33%). The results showed that the four profiles differed significantly in terms of effort, competence, value, and time spent on math beyond homework. The best profile (Profile 3) reported highest scores in effort, value, competence and time spent on Math beyond homework. The worst profile (Profile 1) reported lowest scores in all the four outcome variables.
KW - Education
UR - https://www.scopus.com/pages/publications/85019657854
U2 - 10.1016/j.heliyon.2017.e00308
DO - 10.1016/j.heliyon.2017.e00308
M3 - 文章
AN - SCOPUS:85019657854
SN - 2405-8440
VL - 3
JO - Heliyon
JF - Heliyon
IS - 5
M1 - e00308
ER -