Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-09-19 DOI:10.1016/j.lindif.2025.102798

Oana Costache , Peter A. Edelsbrunner , Eva S. Becker , Fabio Sticca , Fritz C. Staub , Thomas Goetz

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引用次数: 0

Abstract

In this three-year-longitudinal study, we examined how students' gender, conscientiousness, academic specialization, and perceived need satisfaction predict stability and change in students' extrinsic and intrinsic value beliefs across mathematics, German, English, and French. Additionally, we investigated the relationship between changes in these motivational profiles and students' domain-specific academic achievement. Multilevel latent transition analyses based on a sample of 850 Swiss-German upper-secondary students (M_age = 15.6 years, 54 % female) revealed four domain-independent profiles of extrinsic value beliefs and five domain-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs were related to stable personal factors such as students' gender, choice of specialization domain, and conscientiousness. In contrast, changes in intrinsic value beliefs depended on students' year-specific perceived need satisfaction, notably in mathematics and French. There were no significant associations between a decline in intrinsic value beliefs and students' domain-specific achievement at any measurement point.

Educational relevance statement

Across math and languages in 9th to 11th grade, some students' ascribed value to these subjects declines whereas others' remains stable. Being male, choosing a STEM major, and being less conscientious predict loss in value ascribed to grades. Lack of perceived autonomy, competence, and social embeddedness predicts loss in subject likeability. Interventions aimed at improving students' perceived autonomy, competence, and social embeddedness may prevent motivational decline.

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谁会失去动力，谁又会坚持下去？调查跨多个领域的动机概况变化的因素

在这项为期三年的纵向研究中，我们研究了学生的性别、责任心、学术专业化和感知需求满意度如何预测数学、德语、英语和法语学生外在和内在价值信念的稳定性和变化。此外，我们还调查了这些动机特征的变化与学生特定领域学业成绩的关系。基于850名瑞士-德国高中生（年龄15.6岁，女性占54%）样本的多水平潜在转移分析揭示了外在价值信念的4个领域独立特征和5个领域特定特征。外在价值信念较低与学生性别、专业领域选择和责任心等稳定的个人因素有关。而内在价值信念的变化则依赖于学生特定年级的感知需求满足，特别是在数学和法语方面。在任何测量点上，内在价值信念的下降和学生特定领域的成就之间都没有显著的联系。教育相关性陈述在9年级到11年级的数学和语言课程中，一些学生认为这些科目的价值下降了，而另一些学生认为这些科目的价值保持稳定。作为男性，选择STEM专业，以及不那么认真，预示着分数价值的损失。缺乏自主性、能力和社会嵌入性预示着受欢迎程度的下降。旨在提高学生感知的自主性、能力和社会嵌入性的干预措施可以防止动机下降。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).