TY  - JOUR
A1  - Kwarikunda, Diana
A1  - Schiefele, Ulrich
A1  - Ssenyonga, Joseph
A1  - Muwonge, Charles Magoba
T1  - Secondary school students’ motivation profiles for physics learning
BT  - Relations with cognitive learning strategies, gender, attitudes and individual interest
JF  - African journal of research in mathematics, science and technology education : official journal of the Southern African Association for Research in Mathematics, Science and Technology Education
N2  - For efficient and effective pedagogical interventions to address Uganda's alarmingly poor performance in Physics, it is vital to understand students' motivation patterns for Physics learning. Latent profile analysis (LPA)-a person-centred approach-can be used to investigate these motivation patterns. Using a three-step approach to LPA, we sought to answer the following research questions: RQ1, which profiles of secondary school students exist with regards to their motivation for Physics learning; RQ2, are there differences in students' cognitive learning strategies in the identified profiles; and RQ3, does students' gender, attitudes, and individual interest predict membership in these profiles? The sample comprised 934 Grade 9 students from eight secondary schools in Uganda. Data were collected using standardised questionnaires. Six motivational profiles were identified: (i) low-quantity motivation profile (101 students; 10.8%); (ii) moderate-quantity motivation profile (246 students; 26.3%); (iii) high-quantity motivation profile (365 students; 39.1%); (iv) primarily intrinsically motivated profile (60 students, 6.4%); (v) mostly extrinsically motivated profile (88 students, 9.4%); and (vi) grade-introjected profile (74 students, 7.9%). Low-quantity and grade-introjected motivated students mostly used surface learning strategies whilst the high-quantity and primarily intrinsically motivated students used deep learning strategies. Lastly, unlike gender, individual interest and students' attitudes towards Physics learning predicted profile membership. Teachers should provide an interesting autonomous Physics classroom climate and give students clear instructions in self-reliant behaviours that promote intrinsic motivation.
KW  - Motivation profiles
KW  - physics learning
KW  - latent profile analysis
Y1  - 2021
U6  - https://doi.org/10.1080/18117295.2021.1956720
SN  - 1028-8457
VL  - 25
IS  - 2
SP  - 197
EP  - 210
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dicke, Anna-Lena
A1  - Rubach, Charlott
A1  - Eccles, Jacquelynne Sue
T1  - Profiles of motivational beliefs in math
BT  - exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices
JF  - The journal of educational psychology
N2  - Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood.
KW  - task value
KW  - self-concept
KW  - latent profile analysis
KW  - classroom
KW  - characteristics
KW  - mathematics
Y1  - 2020
U6  - https://doi.org/10.1037/edu0000368
SN  - 0022-0663
SN  - 1939-2176
VL  - 112
IS  - 1
SP  - 70
EP  - 92
PB  - American Psychological Association
CY  - Washington
ER  -