Motivational Profiles in an Introductory Statistics Course: Stability, Changes, and Associations With Mindset Beliefs (Poster 27)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Motivation, Emotion, and Engagement Across Contexts

Abstract

Grounded on the situated expectancy-value theory, we investigated the configuration, stability, and changes of undergraduates’ expectancy, value, and cost beliefs within an introductory statistics course using latent profile and transition analyses. Analyses based on 187 first-year undergraduate students revealed four distinct motivational profiles: maladaptive, less motivated, adaptive, and struggling ambitious. Undergraduates’ motivational profiles exhibited relatively stable between two measurement points. The less motivated profile emerged as the largest and the most stable, whereas the struggling ambitious profile showed the least stability. Additionally, we explored the influence of mindsets on the transitions in undergraduates’ motivational dynamics across these two time points. Notably, students with a fixed mindset were more likely to transition from the adaptive profile to the less motivated profile.

Authors

• Xinyi Shi, McGill University

• Shuyu Chen, East China Normal University

• Yi Jiang, East China Normal University