Predictors, outcomes, and inter-domain connections of German and Math academic motivation profiles

Abstract

The present study investigated the nature and similarity of academic motivation profiles toward German and Math among German elementary school students while accounting for the dual global and specific nature of academic motivation proposed by self-determination theory. The determinants (self-concept, sex) and outcomes (anxiety, academic achievement, effort) were investigated. Latent Markov analyses revealed five profiles (Highly Extrinsic, Controlled, Moderately Extrinsic, Self-Determined, and Non-Motivated) characterized by differing levels of global and specific motivation. These profiles had similar properties (within-sample similarity) and had a similar membership (within-person similarity) across domains. Self-concept predicted membership into profiles with higher global self-determination, while girls were more likely to belong to the Highly Extrinsic profile. Most desirable outcomes were associated with the Self-Determined profile, then the Moderately Extrinsic profile, followed by the remaining three profiles. Educational relevance statementStudents' engagement in their academic work is seldom driven by a single motive but rather seems to be motivated for a variety of reasons. The present study identified naturally occurring motivational combinations for Math and German classes among a sample of elementary school students. Five profiles, characterized by differing levels of global and specific motivation levels, were identified which were replicated and had a similar membership across Math and German domains. We showed that students' sex and academic self-concepts are drivers of their motivation profile memberships, and that these profiles differ from one another in terms of youth's performance and well-being.