The profiles of academic motivation among primary school students:A study based on the latent profile analysis
ZHOU Lihua1,2, ZHANG Xiaoxian3
1 School of Education, Zhejiang International Studies University, Hangzhou 310023; 2 Institute for Studies on Education Governance, Zhejiang International Studies University, Hangzhou 310023; 3 School of Education, Hangzhou Normal University,Hangzhou 311121
周丽华, 张晓贤. 小学生学习动机的潜在类型:基于潜在剖面分析[J]. 心理研究, 2023, 16(3): 280-288.
ZHOU Lihua, ZHANG Xiaoxian. The profiles of academic motivation among primary school students:A study based on the latent profile analysis. Psychological Research, 2023, 16(3): 280-288.
[1] 丛彭彭. (2012). 初中生学业压力、自主性动机与学业投入的关系. 陕西师范大学硕士学位论文. [2] 崔允漷. (2020). “在线”易, “在学”难, 动机是关键.教育科学, (3), 2-4. [3] 李晔, 刘华山. (2006). 问卷调查过程中的常见问题与解决办法.教育研究与实验, (2), 61-64. [4] 谭克平. (2008). 极端值判断方法简介.台东大学教育学报, 19(1), 131-150. [5] 汤丹丹, 温忠麟. (2020). 共同方法偏差检验: 问题与建议.心理科学, 43(1), 215-223. [6] 王孟成, 毕向阳. (2018). 潜变量建模与Mplus应用(进阶篇). 重庆大学出版社.. [7] 周丽华. (2016). 3-6年级小学生学习自主性及其形成机制. 华东师范大学博士学位论文. [8] 周丽华, 柴金金. (2016). 教师支持型教学与其基本心理需要的关系.浙江外国语学院学报, 3(02), 99-108. [9] 周丽华, 李晓文. (2017). 学习自主性与学业成绩的关系: 参与度的中介.杭州师范大学学报(自然科学版), 16(5), 470-475. [10] 周丽华, 张晓贤. (2021). 简版学习自主性量表(SRQ-A)在小学生群体中的信效度检验.心理研究, 14(01), 75-80. [11] Bechter B. E., Dimmock J. A., Howard J. L., Whipp P. R., & Ben J.(2018).Student motivation in high school physical education: A latent profile analysis approach. Journal of Sport & Exercise Psychology, 40, 206-216. [12] Boiché, J., & Stephan, Y. (2014). Motivational profiles and achievement: A prospective study testing potential mediators. Motivation and Emotion, 38, 79-92. [13] Brunet J., Gunnell K. E., Gaudreau P., & Sabiston C. M. (2015). An integrative analytical framework for understanding the effects of autonomous and controlled motivation.Personality and Individual Differences, 84, 2-15. [14] Emm-Collison L. G., Sebire S. J., Salway R., Thompson J. L., & Jago R. (2020). Multidimensional motivation for exercise: A latent profile and transition analysis.Psychology of Sport & Exercise, 47, 1-9. [15] Gillet N., Morin A. J. S., & Reeve J. (2017). Stability, change, and implications of students' motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222-239. [16] Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705. [17] González A., Paoloni V., Donolo D., & Rinaudo C.(2012). Motivational and emotional profiles in university undergraduates: A self-determination theory perspective.The Spanish Journal of Psychology, 15, 1069-1080. [18] Haerens L., Kirk D., De Cardon G., Bourdeauduij I., & Vansteenkiste M.(2010). Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students. European Physical Education Review, 16, 117-139. [19] Jang H., Reeve J., & Deci E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.Journal of Educational Psychology, 102, 588-600. [20] Muthén, L. K., & Muthén, B. O. (2017). Mplus user's guide(8th ed.). Los Angeles, CA: Muthén & Muthén. [21] Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes.Psychology of Sport and Exercise, 3, 177-194. [22] Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales.Educational and Psychological Measurement, 54(2), 506-515. [23] Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749-761. [24] Ryan, R. M., & Deci, E. L. (2007). Active human nature:Self-determination theory and the promotion and maintenance of sport,exercise, and health. In M. S. Hagger & N. Chatzisarantis (Eds.). Intrinsic motivation and self-determination in exercise and sport(pp. 143-152). Champaign, IL:Human Kinetics. [25] Ryan R. M.,& Deci, E. L.(2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press. [26] Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, preprint. [27] Sheldon K. M., Osin E. N., Gordeeva T. O., Suchkov D. D., & Sychev O. A. (2017). Evaluating the dimensionality of self-determination theory's relative autonomy continuum.Personality and Social Psychology Bulletin, 43, 1215-1238. [28] Skinner E. A., Furrer C., Marchand G., & Kindermann T. A.(2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?Journal of Educational Psychology, 100, 765-781. [29] Ullrich-French, S., & Cox, A. (2009). Using cluster analysis to examine the combinations of motivation regulations of physical education students.Journal of Sport and Exercise Psychology, 31, 358-379. [30] Vansteenkiste M., Sierens E., Soenens B., Luyckx K.,& Lens W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688. [31] Wang J. C. K., Morin A. J. S., Ryan R. M., & Liu W. C. (2016). Students' motivational profiles in the physical education context.Journal of Sport & Exercise Psychology, 38, 612-630. [32] Zhou L. H., Li X. W., Yang J., & Ren N. (2017). Can mental health problems predict dispositional self-determination? Needs satisfaction as mediator.Social Behavior & Personality: An International Journal, 45, 537-550. [33] Zhou L. H., Li X. W., Wu A., & Gao Y. B. (2019a). Teacher identity in structural reflective workshops: A view from China. In Hviid P., Märtsin M. (Eds.). Culture in Education and Education in Culture. Cultural Psychology of Education. (Vol.10, pp.199-216). Cham, Switzerland: Springer. [34] Zhou L. H., Ntoumanis N., & Thϕgersen-Ntoumani C. (2019b). Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator.Contemporary Educational Psychology, 58(5), 323-330.