Document Type
Article
Publication Date
2018
DOI
10.1037/edu0000245
Publication Title
Journal of Educational Psychology
Volume
110
Issue
7
Pages
1026-1048
Abstract
Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (NStudy 1 = 160 upper elementary students; NStudy 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.
Rights
© American Psychological Association, 2018. This paper is not the copy of record and may not exactly replicate the authoritative document published by APA journal. The final article is available, upon publication, at: https://doi.org/10.1037/edu0000245
Original Publication Citation
Linnenbrink-Garcia, L., Snyder, K. E., Perez, T., Wormington, S. V., Riggsbee, J., Ben-Eliyahu, A., & Hill, N. E. (2018). Multiple pathways to success: An examination of integrative motivational profiles among upper elementary and college students. Journal of Educational Psychology, 110(7), 1026-1048. https://doi.org/10.1037/edu0000245
ORCID
0000-0002-2008-2555 (Perez)
Repository Citation
Linnenbrink-Garcia, Lisa; Wormington, Stephanie V.; Snyder, Kate E.; Riggsbee, Jan; Perez, Tony; Ben-Eliyahu, Adar; and Hill, Nancy E., "Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students" (2018). STEMPS Faculty Publications. 299.
https://digitalcommons.odu.edu/stemps_fac_pubs/299