TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dietrich, Julia
A1  - Taskinen, Paeivi H.
T1  - Stability and change in students' motivational profiles in mathematics classrooms
BT  - The role of perceived teaching
JF  - Teaching and teacher education : an international journal of research and studies
N2  - Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.
KW  - motivation in mathematics
KW  - Latent profile analysis
KW  - Expectancy-value theory
KW  - Instructional quality
KW  - Adolescence
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.12.016
SN  - 0742-051X
VL  - 79
SP  - 164
EP  - 175
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Dietrich, Julia
A1  - Lazarides, Rebecca
T1  - Gendered development of motivational belief patterns in mathematics across a school year and career plans in math-related fields
JF  - Frontiers in psychology
N2  - Rooted in Eccles and colleagues' expectancy-value theory, this study aimed to examine how expectancies and different facets of task value combine to diverse profiles of motivational beliefs, how such complex profiles develop across a school year, and how they relate to gender and career plans. Despite abundant research on the association between gender and motivational beliefs, there is a paucity of knowledge regarding the gendered development of student motivational belief profiles in specific domains. Using latent-transition analysis in a sample of N = 751 ninth to tenth graders (55.9% girls), we investigated girls' and boys' development of motivational belief profiles (profile paths) in mathematics across a school year. We further analyzed the association between these profile paths and math-related career plans. The results revealed four motivational belief profiles: high motivation (intrinsic and attainment oriented), balanced above average motivation, average motivation (attainment and cost oriented), and low motivation (cost oriented). Girls were less likely than expected by chance to remain in the high motivation profile, while the opposite was true for boys. The math-relatedness of students' career plans was significantly higher in the "stable high motivation" profile path than in all other stable profile paths.
KW  - motivation in mathematics
KW  - latent transition analysis/latent profile analysis
KW  - expectancy-value theory
KW  - heterogeneity
KW  - adolescence
Y1  - 2019
U6  - https://doi.org/10.3389/fpsyg.2019.01472
SN  - 1664-1078
VL  - 10
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  -