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Abstract
Building on the future oriented and regulated nature of instrumental goals, Lens and colleagues developed a 2 (proximal-distal) x 2 (internal-external) motivational framework. The current study aimed to test this framework from a person-centred perspective, while equally taking into account students’ lack of motivation as to extend the empirical and theoretical borders of the model. Latent Profile Analyses were used to test the viability of two to five motivational profiles among Japanese second-year students (N = 781). A solution with three latent subgroups fitted the sample best, explaining 6% to 62% of the variance in the measured variables. The profiles were labelled “low future oriented motivational profile”, “average motivated profile”, and “highly motivated profile”. The highly motivated subgroup reported the most adaptive pattern of motivation and highest levels of deep level learning, while few differences were found for surface learning and GPA. Theoretical and practical implications are discussed.
Highlights
The current study aims to address this gap and focuses on students’ pursuit of multiple instrumental goals (i.e., Lens, Simons, & Vansteenkiste, 2004; Simons, Dewitte, & Lens, 2003, 2004; Simons, Dewitte, & Lens, 2000) for learning during university, thereby including a measure of students’ concurrent amotivation related experiences
We aim to examine how the pursuit of these goals and amotivation are experienced together, and what the correlates of these motivational profiles might be in terms of the depth of student learning and the essential outcome of achievement
The present study aimed to discover latent profiles of students based on their level of proximally versus distally and internally versus externally regulated goals and amotivation
Summary
We aim to examine how the pursuit of these goals and amotivation are experienced together, and what the correlates of these motivational profiles might be in terms of the depth of student learning and the essential outcome of achievement. Person-centered studies have supported these findings (Vansteenkiste et al 2009; Ratelle et al, 2007): Female students were over-represented in adaptive subgroups. We aimed to test the person-centred implications of the Lens and colleagues’ instrumental goal framework (Simons et al, 2004) and complement previous Western research with a study in the context of a Japanese university. We aimed to both expand the cultural borders of the field and contribute to our understanding of an under-researched context
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