Motivational Profiles Research Articles

자기결정성 이론 기반 진로동기 유형 분류 및 유형에 따른 진로적응성과 취업소진의 차이

Objectives This study aimed to classify latent profiles of career motivation based on self-determination theory for university students and verify differences in career adaptation and job search burnout by the profiles in South Korea.
 Methods The survey data of 683 university students in Seoul, Korea, were analyzed in the study. Latent profile analysis was conducted to classify latent profiles of career motivation, and one-way multivariate analysis was conducted to verify the differences in career adaptation and job search burn out by the profiles.
 Results Career motivation were classified into three types of profiles which were ‘normal’, ‘self-determined’, and ‘non self-determined’. Career adaptation was significantly higher in the order of ‘self-determined’ type, ‘normal’ type, and ‘non self-determined’ type, while job burnout was significantly higher in the order of ‘non self-determined’ type, ‘normal’ type, and ‘self-determined’ type.
 Conclusions The ‘self-determined’ type was found to be a desirable type with the highest career adaptability and lowest job search burnout. It is necessary to find ways to increase self-determined career motivation in career field for career development of university students.

Latent profile analysis of physical activity motivation during behavioral weight loss treatment

Participants in behavioral weight loss (BWL) treatment often struggle to meet and maintain physical activity (PA) prescriptions; improving participants’ motivation for the behavior is a potential intervention strategy. Self-Determination Theory (SDT) outlines a continuum of qualitatively different dimensions of motivation, suggesting that more self-determined forms of motivation should predict more PA, whereas less self-determined forms of motivation should be unrelated or negatively related to PA. Although SDT has ample empirical support, most existing research in this area has used statistical analyses that oversimplify the complex, interdependent relationships between dimensions of motivation and behavior. This study’s purpose was to explore commonly occurring motivational “profiles” for PA based on the SDT dimensions of motivation (amotivation, external, introjected, integrated/identified, and intrinsic motivation) and how these profiles relate to PA behavior among participants with overweight/obesity (N = 281, 79.4% female) at baseline and six months into BWL treatment. Latent profile analysis determined that three motivational profiles fit the data best at both timepoints and the profile characterized by high self-determined (i.e., integrated/identified and intrinsic) motivation and moderate introjected motivation was by far the most common. There were no differences in physical activity behavior across motivational profiles, which contrasts previous literature. Findings suggest that participants who take the initiative to sign up for intensive BWL programs may have sufficiently high PA motivation, which may be a poor predictor of their actual behavior. Future research should examine these relationships later in treatment, when motivation may have more variability, as well as among participants who initiate lower-commitment weight loss programs (e.g., self-help).

How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory

Motivation is a core element of teachers’ professional competences and, therefore, of great importance to teaching and learning. Motivation might explain why teachers do or do not promote self-regulated learning (SRL). Drawing on expectancy-value theory (EVT), this study used a person-centred approach to investigate to what extent multiple motivational aspects (self-efficacy; intrinsic interest, extrinsic utility, and attainment value; opportunity and effort costs) shape teachers’ motivational profiles. It examined the extent to which those profiles differ regarding experience in promoting SRL, the implicit theory of SRL, and the promotion of SRL. The study sample consisted of N = 280 in-service teachers (51.8% women; Mage = 44.34, SD = 10.82). Three profiles were identified: The high costs profile (profile 1, 30.8% of teachers), the moderate profile (profile 2, 24.4% of teachers), and the high success expectations and task values profile (profile 3, 44.8% of teachers). Further analyses revealed significant differences between these profiles concerning experience in promoting SRL, implicit theory of SRL, and the promotion of SRL, with Profile 1 showing the lowest values and Profile 3 the highest for each factor. The study found that high expectations are associated with high values, and costs are low when expectations and values are high and vice versa. This is in line with the assumptions of EVT and is applicable to all three profiles. These results indicate a clear need to support teachers in promoting SRL, especially those with high perceived costs, to ensure costs do not override the other considerations in EVT. Overall, this study is ‘frontline’ because it highlights the relevance of motivation as an aspect of teachers’ professional competences in promoting SRL. Furthermore, this study emphasizes the importance of combining EVT and SRL to provide a more nuanced picture of teachers’ motivation to promote SRL. It offers new insights that could influence the conceptualization of professional development programs for SRL.

Older adults as designers of behavior change strategies to increase physical activity-Report of a participatory design process.

Despite the significant value of physical activity for the health of older adults, this population often fails to achieve recommended activity levels. Digital interventions show promise in providing support for self-managed physical activity. However, more information is needed about older adults' preferences for digital support to change physical activity behaviors as well as the process of designing them. The aim of this paper was to describe the participatory design process in which older adults were involved in the co-creation of digitally supported behavioral change strategies to support self-managed physical activity, and how the results were integrated in a prototype. The participatory design process involved with nine older adults and two researchers. The participants were divided in two groups, and each group participated in three workshops and completed home tasks in between workshops. Following an iterative design process influenced by theories of behavior change, the workshops and home tasks were continuously analyzed, and the content and process were developed between groups and the next set of workshops. Prototypes of a mobile health (mHealth) solution for fall preventive exercise for older adults were developed in which the conceptualized strategies were integrated. To support coherence in reporting and evaluation, the developed techniques were mapped to the Behavior Change Technique Taxonomy v1 and the basic human psychosocial needs according to the Self-determination Theory. The results highlight different preferences of older adults for feedback on physical activity performance, as well as the importance of transparency regarding the identification of the sender of feedback. Preferences for content and wording of feedback varied greatly. Subsequently, the design process resulted in a virtual health coach with three different motivational profiles and tools for goal setting and self-monitoring. These behavior change strategies were integrated in the exercise application Safe Step v1. The conformity of the design concepts with the needs of Self-determination Theory and Behavior Change Technique Taxonomy v1 are presented. The participatory design process exemplifies how older adults successfully contributed to the design of theory-based digital behavior change support, from idea to finished solution. Tailoring feedback with a transparent sender is important to support and not undermine motivation.

Predicting change in high school motivation profiles: the role of parenting practices

Predicting change in high school motivation profiles: the role of parenting practices

Motivation of schoolchildren to educational activities as a support for the organization of independent work in informatics

One of the factors of successful learning is the presence of positive motivation of students. The problem of the study presented in the article is to determine the individual elements and types of independent work in the study of informatics for students with different levels of motivation.Based on the diagnosis of the motivational structure of the personality, a computer test was developed (in the format of a web app), the result of which is the student's motivational profile. Using a package of statistical data processing, clustering of profiles of 67 high school students was performed. In the course of the study, three motivational clusters were identified.The values of the variable elements of the organization of independent work in informatics are revealed. Their presence and volume will make it possible to adapt learning tasks for independent work to the characteristics of students belonging to a particular motivational cluster. Variable elements are integrated into scenarios. An example of self-study scenarios for the "Array programming" section is given.It is concluded that the construction of a student's motivational profile, the determination of his motivational characteristics, make it possible to adapt the elements of independent work, to form an individual learning trajectory.

What drives me to use TikTok: A latent profile analysis of users' motives.

With TikTok rising in social media, the heterogeneity of users creates diversity in motives for using it. The issue of which profiles of TikTok use motives can be identified warrants greater understanding. Conducting latent profile analyses for a sample of 384 TikTok users, we identified four profiles, namely overall low motives, overall medium motives, overall high motives, and escapist addiction and novelty motives profiles. The former three profiles reflect different levels of motivations across four motives (socially rewarding self-presentation, trendiness, escapist addiction, and novelty). It is worth noting that TikTok users in the escapist addiction and novelty motives profile are mainly motivated by escapist addiction and novelty, but not socially rewarding self-presentation or trendiness motives. Through multivariate analysis of variance (MANOVA) and multinomial logistic regression, we further explore the differences in TikTok use between the profiles and the extent to which users' background characteristics and TikTok use predict their profile membership. The four profiles differ significantly in terms of the scores of almost all TikTok use motives. The frequency of TikTok use and video posting are the most notable predictors of profile membership. These results make theoretical contributions to the extant literature on social media use profiles by exploring the number and types of latent profiles of TikTok use motives, which also inform opportunities for enhancing user experience and imply tailored content recommendations to both achieve maximized gratifications and maintain mental wellbeing based on user profiles.

Cognitive assessment of motivation to perform classroom or online math tasks among engineering students

<span lang="EN-US">This study explored the cognitive algebra mechanism underlying mathematical motivation in 672 engineering students. The experimental design included the combination of four factors (task modality versus task difficulty versus task structure versus task relevance) to compose 36 written experimental scenarios. Each one described a hypothetical situation about assigned activities in math class. The participant's task was to read each scenario and estimate how much motivation they would experience if performing the assigned math activity. The results indicated five cognitive motivational patterns among the participants. All the clusters considered the task's relevance as an essential factor in judging their mathematical motivation. Besides this, Clusters 1, 2, 3, and 5 considered the assigned task's difficulty and structure in judging their degree of motivation, but they evaluated the factors differently. The low math motivation cluster integrated the factors according to a summative cognitive rule. Clusters 2, 3, and 5 used a multiplicative rule to integrate the information, and Cluster 4 did not show an information integration systematic mechanism. These findings pointed to the diversity of motivational cognitive profiles among students. This type of cognitive characterization can help design programs that encourage students to learn and enjoy science subjects that will impact their professional development and daily life.</span>

A Short Measure of Childbearing Motivations: Development and Psychometric Evaluation in Polish Samples of Adults and Adolescents

Childbearing motivations are trait-like dispositions to feel, think, and act in a certain way in response to various aspects of parenthood. They shape human desire to have a child and underpin the decision about becoming a parent. A self-report tool to measure positive and negative childbearing motivations with their specific dimensions—the Childbearing Questionnaire (CBQ)—was developed in the US and has gained popularity over the past few decades as an increasing number of individuals choose not to have children. In the current article we present two studies, in which we developed and psychometrically validated a short version of the CBQ (The Childbearing Questionnaire-Short Form; CBQ-SF). In Study 1, we developed the CBQ-SF and verified its psychometric properties using a sample of 939 childless adults (25–44 years old). In Study 2, we cross-validated the CBQ-SF on a sample of 1803 childless adolescents aged from 18 to 20. Overall, our findings demonstrated that the CBQ-SF is a psychometrically sound instrument for comprehensively assessing childbearing motivations across different developmental periods (from late adolescence to middle adulthood). Most notably, our short measure preserves the multidimensionality of childbearing motivations and allows individuals’ motivational profiles for parenthood to be identified. Future research directions and practical implications are discussed.

자원봉사동기의 잠재프로파일 유형 및 역할정체성, 사회적 신뢰의 차이

This study analyzed the latent profiles depending on the volunteer motivation and examined the characteristics of each profiles. In addition, this study is aimed at investigating the differences in the role identity of volunteer and social trust according to each latent class. At the same time, This study introduced the concept of transformative volunteerism that aims to change social change by overcoming the concept of functionalist volunteer motivation, which is mostly cited in existing previous studies, and combining social services and social change. The data were collected through online surveys for volunteers from 245 volunteer centers nationwide, and the final 852 copies were used as an analysis data. The results of this study revealed that there were four latent profiles amongst volunteers, distinguished by their volunteer motivation levels; a low motivation, knowledge understanding type group(6.5%), a high motivation, mixed type group(20.2%), an middle-level motivation level, average type group(39.5%) and a high motivation, balanced type group(33.8%). In addition, it was verified about the characteristics of volunteer motivation profiles and statistically significant difference in an volunteer’s role identity and social trust according to the pattern of volunteer’s motivations. Based on these findings, the study discusses practical implications that can promote the motivation of volunteers in Korea.

Impact of the Flipped Classroom on the Motivation of Undergraduate Students of the Higher Institute of Nursing Professions and Health Techniques of Fez-Morocco

Motivation is the cornerstone in building success. If it is strong, the achievement of a greater number of objectives will be assured, and therefore a more glorious success can be met. Thus, to promote motivation, it is advisable to pay particular attention to the pedagogical approach adopted by the teacher, since it has been proven that there is a positive relationship between the choice of an active approach and an enhancing motivation. The situation generated by COVID-19, has been a profitable opportunity to experiment with hybrid “Flipped Classroom” pedagogy, with a view to inverting the class and adapting learning activities, that have been traditionally offered to students, through distance (online) and in-person learning alternately. Thus, the present study aims at evaluating the impact of this Flipped Pedagogy on the motivation of undergraduate students of the Higher Institute of Nursing Professions and Healthcare Techniques in Fez. Data have been collected from 410 students, who were questioned before and after the adoption of the Flipped Classroom, based on a motivation scale validated by Rolland Viau in 1994. The answering percentage was of 90.73%. Data analysis demonstrated the existence of a significant relationship between the Flipped Classroom and students' motivation; the motivational profile, which was 18.54%, became 89.25% after flipping the class. The Flipped Classroom can significantly bring a surplus value to pedagogy, hence the importance of broadening its spectrum and integrating it as a new approach of teaching within health sciences educational institutions.

School social climate and personal and social responsiblity of high school students in secondary school according to their motivational profile

The aim of the present study was to analyze the motivational profile of high school students and how it was related to responsibility, basic psychological needs and school social climate, as well as to assess gender differences. For this purpose, a total sample of 302 students (M = 14.48; SD = 1.40) participated and were administered a multiple-choice questionnaire, where, in turn, gender and date of birth were asked. A profile analysis was performance using Ward’s method and k-means using the motivation scale (intrinsic motivation, identified, introjected and external regulation, amotivation) as variables for its elaboration. Two cluster profiles were finally created and named: a) “high motivation and low amotivation” (n = 212); b) “low motivation and high amotivation” (n = 95). Next, a multivariate analysis was performed, which showed that high motivation profile had statistically significant results at p < .001, higher in the satisfaction of the basic psychological needs of autonomy, competence and relatedness, personal and social responsibility and school social climate. On the other hand, attending to gender, no significant differences were found in the number of students in the profiles after analyzing the standardized residuals. It is concluded that an increase in self-determined motivation can be associated to an improvement in basic psychological needs, responsibility and school social climate, regardless of the student’s gender.

What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages

Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.

Typology and structure of servicemen motivation

"The results of the conducted research gave the possibility to distinguish the structure of the motivation which was suitable for the distinguished types of motivation of servicemen of the National Guard of Ukraine with different levels of effectiveness of their professional activity including motivation based on public service, stagnation, prosaically, romantic, deficient, and dependent. 2435 male servicemen participated in the research. They equally represented all the operational and territorial reunifications and military units of the National Guard of Ukraine. Every unit equally presented the officers, servicemen under the contract including the participants in hostilities as well as those who did not have such experience. The research was conducted with the help of the methods which were standardized by the Ukrainian language: “Close Questionnaire of Examining the Motivation of Professional Choice Made by Applicants of the Ministry of Internal Affairs”, “Methods of Studying the Motivational Profile of Personality”, and “Motivation Sources Inventory – MSI”. The conducted research posed the possibility to describe not only the determined types of professional motivation of servicemen, but also specific phenomena such as self-motivation of the representatives of a type which was run by public service motivation; “rest on the laurels” for the type of stagnation; problems related to choice-making for the prosocial type for whom profession, family, and friends had equal meaning; the tendency for manipulation to gain access to desirable aspects of professional activity of the type which struggled for adventures; lack of sincere interest in the military profession for the deficient type which could change it for more prospective having the same requests for the candidates; attitude to the profession as if it was a means of satisfaction of the needs of their emotional life for the dependent type"

잠재전이분석과 랜덤 포레스트를 활용한 전환기 청소년의 자기결정성 동기 발달 유형과 영향 요인 탐색

The purpose of this study is to examine the changes in the self-determination motivation profile of elementary-middle school transition period and middle-high school transition period, and to identify the variables that influenced the positive transition. To this end, in this study, latent transition analysis and random forest analysis were performed on a total of 6,045 students using data from 「Korean Education Longitudinal Study 2013」. The main research results are as follows. First, the selfdetermination motivation profile showed somewhat different aspects according to the transition period. That is, 4 and 5 profiles, respectively, appeared in the elementarymiddle school transition period, and 4 profiles of the same shape appeared in the middle-high transition period. Second, the variables that affect the transition of the self-determination profile to a positive direction in academics also differed according to the transition period. In the transition period between elementary and middle school, behavioral control strategies and relationships with teachers had a major impact, while in the transition period between middle and high school, teacher characteristics and learning goal orientation had a major impact. This study looked at how the students

ИНДИВИДУАЛЬНЫЙ ОБРАЗОВАТЕЛЬНЫЙ МАРШРУТ КАК СРЕДСТВО РАЗВИТИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ МОТИВАЦИИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

Statement of the problem. Modern trends in the development of the system of higher and postgraduate education, as well as increased requirements for the personality of a professional and his/her trajectory of professional development, allow us to conclude that the leading role is obvious of the system of educational and professional motives in the structure of educational and professional activities of students at different stages of professional training at a university. The need to specify the scientific basis for optimizing the professional training of future teachers, including its psychological and pedagogical support, is being updated. The purpose of the article is to substantiate the developing potential of an individual educational route as a means of development educational and professional motivation of students of a pedagogical university. Methodology (materials and methods). The research methodology was compiled by scientific works that reflect the essence of the problem of identifying the characteristics of personal psychological development in adolescence (L.I. Bozhovich, L.S. Vygotsky, E.A. Klimov, I.S. Kon, V.S. Mukhina, D. I. Feldstein, etc.); theoretical foundations in the field of educational and professional activities of students (A.A. Verbitsky, E.F. Zeer, I.A. Zimnyaya, A.N. Leontiev, E.I. Mashbits, D.B. Elkonin, etc.); studies concerning the disclosure of the essence and structural components of educational and professional motivation of students and its development at different stages of education (L.I. Bozhovich, N.Yu. Voronkova, T.O. Gordeeva, T.I. Ilyina, I.A. Zimnyaya, N.S. Kiseleva, A.K. Markova, V.A. Yakunin, etc.); implementation of the principle of individualization in tutor support of students as the basis for the formation of their subject position (scientific school of T.M. Kovaleva); requirements of professional standards; and federal state educational standards of higher education for professional training of future teachers and educational psychologists. Research results. The components of educational and professional motivation and their corresponding indicators have been developed in order to identify the features of the motivational profile of students at all stages of education. The conceptual, content and technological aspects of an individual educational route have been developed as a means of developing educational and professional motivation of students of a pedagogical university, the implementation of which is currently being carried out at the Institute of Psychological and Pedagogical Education of the KSPU named after V.P. Astafyev in the context of the implementation of the Trajectory project. Conclusion. The approach proposed in the article towards development of educational and professional motivation of students of a pedagogical university will improve the quality of professional training of future specialists, which is due to the social significance of a teacher profession for the development of society.

Motivational profiles of kindergarten teachers in minority areas of China and their association with outcomes.

Academic discourses regarding teacher motivation have been on-going for decades for those who teach in ethnic minority areas. Yet research findings failed to provide a consistent conclusion regarding if kindergarten teachers' motivation pattern would vary based on a case-to-case scenario. Therefore, further studies are needed to probe the motivation patterns among this population. The study firstly examined kindergarten teachers' motivational profiles based on Expectancy Value Theory (EVT), and then examined how teachers' motivation related to outcome variables (work engagement, workplace wellbeing, and retention intention). Participants included 1,199 kindergarten teachers from ethnic minority areas in China. Latent profile analysis identified three motivation profiles for teachers: low value-high cost (profile 1), moderate all (profile 2), and high value-low cost (profile 3). Teacher with different motivation profiles had significant differences in work engagement, workplace wellbeing, and retention intention. In addition, chain mediation analysis revealed that work engagement and workplace wellbeing mediated the relationship between motivation profiles and retention intention. The implications of the findings for study are discussed.

Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis

BackgroundPromoting and improving STEM education is being driven by economic concerns as modern economies have a rising demand for qualified researchers, technicians, and other STEM professionals. In addition, women remain under-represented in STEM-related fields, with significant economic and societal consequences. Abundant research has shown that gendered pathways into and away from STEM are mediated through motivation, but there is paucity of knowledge regarding gendered patterns in high school students’ motivation profiles, especially in transdisciplinary domains like integrated STEM (iSTEM). This study addresses these gaps by examining the interconnection between patterns in motivation profiles towards integrated STEM (iSTEM), gender and STEM test scores.ResultsUsing cluster analysis in a sample of N = 755 eighth grade students, we established four distinct motivation profiles. Subsequently, a multinomial logistic regression was performed to calculate predicted probabilities for cluster membership based on gender and test scores. Cluster distributions indicate significant differences based on gender and test score. Although our analysis shows no difference in average test scores, significant gender differences can be found in and between motivation profiles. For instance, girls are more likely to belong to a less favorable profile cluster than boys. In that cluster, girls have on average a significantly higher test score compared to boys, indicating a differential effect of motivation profiles.ConclusionsThe concept of motivational co-expression emphasizes a need for instructors to move past the simple high or low motivation labels, and toward an appraisal that recognizes how students adopt a complex interplay of motivation types. Moreover, the gender analyses raise questions about how we can move towards more equitable approaches.

Motivational traits: An objective behavioral test using a computer game.

An objective behavioral test for motivational traits has been developed taking as a reference the structure of the Motivational Trait Questionnaire, which is a validated self-report questionnaire to measure motivational traits in the population. The objective test consists of a computer game, which makes it possible to evaluate a person's motivational traits and to display them on the same scale as the Motivational Trait Questionnaire. To evaluate the validity of the results obtained in the measurement of motivational traits using the objective behavioral test, a study was carried out with 31 participants whose motivational traits were evaluated using the two methods, and the results obtained were compared to find out whether the two forms of assessment can be considered equivalent. Statistical tests support the high degree of similarity of the results, concluding that the objective behavioral test can be a useful instrument to assess motivational traits as an alternative to the self-report questionnaire. Despite the increasing popularity of game-based assessment of personality traits, this is the first time a game has been designed for the assessment of motivational traits. Being able to obtain a model of the user's motivational traits without having to rely on a questionnaire opens the possibility to build software applications that adapt to the user's motivational profile, providing them with the kind of motivational support that best fits their needs.

Relationship of self-determined motivation with time-related academic behavior in Korean primary school students: A person-centered approach

This study aimed to determine the relationship between self-determined motivation and time-related academic behavior (T-AB) of Korean primary school students, using a person-centered approach, and identified differences in the fear of negative evaluation (FNE) and level of achievement to explore the characteristics of each profile. This study is unique, as previous studies on this topic have used a variable-centered approach. To this end, the current study involved a latent profile analysis of 451 fifth and sixth graders (male: 48.3%, female: 51.7%) in three primary schools located in medium- and small-sized cities in the G province of Korea. First, the analysis resulted in four profiles of self-determined motivation: “low motivation” (3.3%), “controlled regulation” (43.5%), “external regulation dependent” (12.4%), and “autonomous” (40.9%). Second, three profiles were derived for T-AB: “low approach” (6.9%), “timely engagement-approach” (55.2%), and “procrastination-approach” (37.9%). Third, this study examined the relationship between the profiles of self-determined motivation and T-AB through a chi-squared test. “Low approach” represented the largest proportion in the “low motivation” profile of self-determined motivation; “procrastination-approach” represented the largest proportion in the “controlled regulation” and “external regulation dependent” profiles; and “timely engagement-approach” represented the largest proportion in the “autonomous” profile. Fourth, analysis of variance was performed (ANOVA) to understand the differences in the FNE and level of achievement of each derived type. Among the self-determined motivation profiles, “low motivation” was associated with the highest level of FNE, and “autonomous” had the highest level of achievement. Furthermore, among profiles of T-AB, “low approach” was associated with the highest level of FNE, and “timely engagement-approach” had the highest level of achievement. However, the interaction effect between self-determined motivation and T-AB profiles showed significant differences only for FNE that were highest in the “low motivation” profile of self-determined motivation and in the “low approach” profile of T-AB, and lowest in the “autonomous” and “timely engagement-approach” profiles. Lastly, the positive types of motivation and academic behavior in primary school students and some important educational implications are presented.