Examining Motivation Development During Adolescence Using a Combination of Variable-Centered and Person-Centered Approaches (Poster 10)

• In Event: AERA Poster Session Eleven
  In Poster Session: Motivation, Antecedents, and Outcomes

Abstract

This study examined changes in the academic motivation of American students (n=13275) from 6th to 12th grade through a six-year longitudinal survey, based on self-determination theory. Repeated measures mixed model was used to examine how variable-centered motivation change. 2283 students have multiple measurements, and they were included in the person-centered analysis to explore the changing pattern of motivation profiles. We found that intrinsic motivation decreased during middle school while maintained stable in high school period. We also found the decreasing trend in identified regulation and introjected regulation, while the external regulation remained stable. Seven motivation profiles were found, and the mover-stayer analysis showed the increasing stability in externally regulated motivation, which indicated the importance of early stage of high school.

Authors

• Jingwen He, Michigan State University
  Presenting Author

• Kui Xie, Michigan State University
  Presenting Author

• Zilu Jiang, The Ohio State University
  Presenting Author

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas
  Presenting Author