Abstract
Targeting motivation and engagement in science is crucial for middle school students' achievement. This mixed methods study aimed to better understand middle school student engagement and motivation profiles in science by applying latent profile analysis (N = 1828) and student focus group interviews (n = 27). Quantitative results showed five profiles characterized by unique configurations of motivation (self-efficacy, mastery and performance goal orientations) and engagement. Specifically, three profiles (Highly Motivated and Engaged, Average Motivation and Engagement, Below Average Motivation and Engagement) demonstrating level effects and two profiles that demonstrated shape effects (Unmotivated and Disengaged, Mastery Motivated and Engaged) emerged. Grade and school level socioeconomic status were significant predictors of profile membership, and profiles characterized by higher motivation and engagement were associated with higher science achievement. Qualitative findings provided insight into how profile indicators manifest in urban classrooms including how the various motivation and engagement dimensions co-occur as students participate in various science activities. The integration of quantitative profiles and qualitative themes contribute to our understanding of not only how students differ in their motivation and engagement, but also what these profile indicators look like in situ and relate to science learning outcomes. Practical implications for teachers, such as differentiated approaches to support students' unique motivation and engagement needs, are discussed. Finally, lines for future research are outlined, underscoring the affordances of the mixed methods approach in person-centered work.
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