Joint trajectories of extrinsic motivation and competence beliefs: A parallel-process growth mixture modeling approach

Abstract

While adolescents’ academic motivation usually declines, not all adolescents struggle. This study tested the heterogeneity of motivation trajectories, focusing particularly on three types of extrinsic motivation (external, introjected, and identified regulations) accompanied by competence beliefs. Parallel-process growth mixture modeling was utilized to identify classes of joint trajectories from grades 8 to 11, drawing on nationally representative data from South Korea (n = 6908). Three distinct classes emerged based on external regulation and competence beliefs, but there were no significant differences in academic achievement (scholastic aptitude test scores) in grade 12 across the classes. Four distinct classes emerged for introjected and identified regulation, respectively, covarying with competence beliefs. The classes demonstrating high and/or increasing competence beliefs showed the highest achievement for both introjected and identified regulation models. The results highlight the importance of fostering competence beliefs and provide a more nuanced explanation of the development of multidimensional motivation from a standpoint of self-determination theory.