Dynamic Motivation Regulation Profiles: Stability and Links with Motivation and Academic Performance in Sixth-Grade Students

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Research Perspectives on Student Motivation: Culture and Academic Outcomes (Table 7)

Abstract

How do students regulate their motivation? Do some students maintain stable motivation regulation profiles whereas others change over time? We surveyed 1,019 sixth-grade students on their use of motivation regulation strategies twice before their final exams. Four distinct profiles emerged in latent profile and latent transition analyses that appeared stable over 4 months: goal-driven profile (T1: 42%, T2: 14%), high users profile (T1: 20%, T2: 26%), moderate users profile (T1: 32%, T2: 48%), and low users profile (T1: 6%, T2: 12%). While 43% of students maintained their profiles across the two time points, 57% changed their profiles. Our current findings reveal both the stable nature of motivation regulation profiles, the dynamic variability of motivation regulation, and their implications.

Authors

• Yang-Hsin Fan, University of Texas at Austin

• Patricia Chen, University of Texas at Austin