Motivational profiles from a self-determination perspective: The quality of motivation matters.

TLDR

The present research complements variable‑centered studies by adopting a person‑centered approach to identify motivational profiles. The authors aimed to compare four motivational profiles by deriving predictions from qualitative and quantitative perspectives on motivation. They derived these predictions to compare the profiles, using a cluster analysis of autonomous and controlled motivation dimensions. The good‑quality motivation group exhibited the most optimal learning pattern and the highest perceived need‑supportive teaching, favoring the qualitative perspective.

Abstract

The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed.