Abstract
The purpose of this study was to identify sixth graders' motivational profiles based on achievement goals and self-efficacy (n = 275) and to examine how these profiles relate to students' attitudes about social interdependence (cooperation, competition) and socio-cognitive conflict regulation (epistemic, competitive-relational, protective-relational). Latent profile analysis identified four profiles—(1) low mastery-approach goals with average other scores (Low Mastery), (2) high scores on all variables (High All), (3) high self-efficacy and mastery-approach goals (High Self-efficacy and Mastery), and (4) average scores on all variables (Average All). As expected, cooperative attitudes predicted greater likelihood of membership into profiles with higher mastery-approach goals and self-efficacy. The High Self-efficacy and Mastery profile showed the lowest level of less adaptive conflict regulation (competitive-relational and protective-relational regulations). Results highlight the importance of promoting students' cooperative attitudes, which are conducive to forging positive motivational profiles and thereby minimizing the use of relational regulation.
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