Determinants and outcomes of students’ motivation profiles: Lithuanian case
Dr. Saule Raiziene1, Renata Garckija2, Dr. Ingrida Gabrialaviciute3
1Vilnius University, Universiteto 3, LT-01513, Vilnius, Lithuania
2Mykolas Romeris University, Ateities 20, Vilnius, Lithuania
3Mykolas Romeris University, Ateities 20, Lithuania
Number
181
Assigned to session
AV.91.20, 08-07-2022, 16:30 - 18:00Keywords
Teacher-child and peer relationships
Academic emotions and motivation
Abstract
In response to increasingly challenging aim to personalize and individualize learning it is critical important to understand what drives study behavior. Prior research on academic motivation has applied person-centered approach and identified the subgroups of students characterized by distinct configuration on motivation types (e.g. Boiche, Stephan, 2014). However, to support interpretation of students’ motivation profiles it is necessary to replicate them across samples (Gillet et al., 2017). The purpose of this study is to examine the motivational profiles among Lithuanian students and to identify how they differ in determinants, such as perceived teachers’ motivating style, and outcomes, such as engagement and achievement. Latent profile analysis was performed using a sample of 374 Lithuanian students (51.1% females, Mage=13.44). To measure motivation, we used the Academic Self-Regulation Scale (Ryan, Connell, 1989) and the amotivation subscale from the Academic Motivation Scale (Vallerand et al., 1989). 8 subareas of teachers’ motivating style were evaluated using the Situations in School Questionnaire (Aelterman et al., 2019). Three dimensions of students’ engagement were assessed by 14 items. The findings revealed that the six motivation profiles extracted in previous studies (Gillet et al., 2017) also emerged in a sample of Lithuanian students. The Autonomous and Moderately Autonomous profiles were associated with the most students’ need supportive climate, while the Poorly Motivated and Controlled profiles were associated with the least supportive climate. Regarding outcomes, similar pattern of associations was obtained. Our results contribute to the discussion how to improve the quality of motivation among some subgroups of students.
Authors
Saule Raiziene
Renata Garckija
