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Self-determined profiles of academic motivation

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Abstract

This study was designed to investigate academic motivation profiles (and their similarity) among distinct samples of high school students. Anchored in recent developments in self-determination theory, these profiles were estimated while considering both the global and specific nature of academic motivation. The role of fixed mindsets and parenting practices in predicting profile membership, as well as the implications of these profiles for several outcomes, were also investigated. Latent profile analysis revealed five profiles (weakly motivated, moderately motivated, self-determined, amotivated, and strongly motivated) differing in global and specific motivation levels. Fixed mindset was weakly related to profile membership, perceived parenting practices showed more widespread associations. Most desirable outcomes were linked to the self-determined and strongly motivated profiles, and then to the moderately motivated, weakly motivated, and amotivated profiles.

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Notes

  1. SDT also proposes the existence of integrated regulation, falling between intrinsic motivation and identified regulation, and referring to engagement in an activity seen to be self-consistent. Integrated regulation was excluded from the present study for three reasons. (1) Integrated regulation has been theorized to emerge in later phases of development when individuals’ identities are more fully formed (e.g., Deci et al., 2013; Ratelle et al., 2007). (2) Scale validation studies often fail to identify integrated regulation as a distinguishable motivational factor (e.g., Gagné et al., 2015; Vallerand et al., 1992). (3) A recent meta-analysis indicated that integrated regulation was difficult to empirically distinguish from identified regulation in education (Howard et al., 2017).

  2. Although intrinsic motivation might be divided into three components (Carbonneau et al., 2012), only intrinsic motivation to know was considered. First, this type of motivation is the most closely related to SDT’s general description of intrinsic motivation. Second, prior studies of adolescents (e.g., Caleon et al., 2015; Tóth-Király et al., 2017) reported correlations between facets of intrinsic motivation high enough to undermine their discriminant validity. This decision is also supported by recent meta-analytic results (Howard et al., 2017).

  3. While one additional item is typically included for each of the factors, previous studies (e.g., Arco-Tirado et al., 2018; Karaman et al., 2019; Mullen & Crowe, 2018; Zhong et al., 2018) have shown these additional items to present weak factor loadings. These items were thus excluded from the present study.

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Acknowledgements

We would like to thank Balázs Jagodics for his assistance in data collection. The previous version of this manuscript was written while the first author was doing his PhD at Eötvös Loránd University.

Funding

The first author was supported in the preparation of the manuscript by a Horizon Postdoctoral Fellowship from Concordia University. Preparation of this paper was also supported by a Grant from the Social Sciences and Humanities Research Council of Canada (435-2018-0368) awarded to the second and third authors. The fifth author was supported by a postdoctoral fellowship award by Team SCOUP—Sexuality and Couples–Fonds de recherche du Québec, Société et Culture. The last author was supported by the Young Researcher STARS Grant from the Conseil Régional Hauts de France.

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Authors and Affiliations

  1. Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada

    István Tóth-Király & Alexandre J. S. Morin

  2. Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary

    István Tóth-Király & Adrien Rigó

  3. Département des Fondements et Pratiques en Éducation Faculté des Sciences de L’éducation, Université Laval, Quebec, Canada

    David Litalien

  4. School of Social Sciences, University of Dundee, Dundee, UK

    Mariann Valuch

  5. Département de Psychologie, Université de Montréal, Montreal, Canada

    Beáta Bőthe

  6. ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, Atelier Sherpas, Université d’Artois, Liévin, France

    Gábor Orosz

  7. ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, Atelier Sherpas, Université de Lille, Liévin, France

    Gábor Orosz

  8. ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, Atelier Sherpas, Université Littoral Côte d’Opale, Liévin, France

    Gábor Orosz

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  1. István Tóth-Király
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  2. Alexandre J. S. Morin
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  3. David Litalien
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  4. Mariann Valuch
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  5. Beáta Bőthe
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  6. Gábor Orosz
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  7. Adrien Rigó
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All authors contributed to this research and approved this submission.

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Correspondence to István Tóth-Király.

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This study followed the guidelines of the Declaration of Helsinki and was approved by the University Research Ethics Committee of the Eötvös Loránd University.

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Tóth-Király, I., Morin, A.J.S., Litalien, D. et al. Self-determined profiles of academic motivation. Motiv Emot 46, 152–170 (2022). https://doi.org/10.1007/s11031-021-09918-x

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