Identify Profiles of At-Risk Middle-Grade Students in Mathematics in an Urban School

• In Event: Relations Between Motivation and Anxiety Beliefs on Mathematical Achievement

Abstract

The purpose of this study is to use a person-centered approach (i.e. latent profile analysis, LPA) to understand the motivational profiles of middle grade students (N=1080) using variables such as self-efficacy, self-regulation, teacher support, help-seeking behavior, and co-regulation to further explore how the various motivational profiles relate to academic resilience and academic achievement at a Title-I school in the U.S. The results indicated a three-class solution for the motivational profiles: students with comparably low levels on all motivational variables (Disengaged, N = 157); students who are highly motivated (Motivated, N = 877); students who are characterized by high levels of self-efficacy and self-regulation, but have the lowest levels in perceived teacher support, co-regulation and help-seeking (Individualist, N = 46).

Authors

• Mei-Lin Chang, Kennesaw State University

• Melanie M. Keller, University of Konstanz

• Shanna Ricketts, Emory University

• Morgan Z-J Faison, Emory University

• Patricia Vela, Emory University