| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 365069 | Learning and Individual Differences | 2012 | 10 Pages |
This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related correlates. Cluster analysis revealed four motivational profiles characterized by comparably high levels of all types of motivation (high quantity), high intrinsic motivation relative to introjected and external regulation (good quality), low intrinsic motivation and introjected regulation relative to external regulation (poor quality), and very low intrinsic motivation and introjected regulation relative to external regulation (low quantity with poor quality). Students in the high quantity and good quality profiles reported the strongest academic performance and greatest overall extracurricular participation, with students in different motivational profiles likely to participate in different types of activities. Students in the high quantity profile, moreover, perceived the most teacher support and school relatedness. These findings suggest that controlled forms of extrinsic motivation may not be associated with maladaptive outcomes at the high school level when coupled with high levels of intrinsic motivation.
► Examined profiles of intrinsic and extrinsic motivation in high school students. ► Four profiles: high quantity, good quality, poor quality, low quantity. ► High quantity and good quality profiles associated with highest performance. ► High quantity and good quality profiles most involved with extracurriculars. ► High quantity associated with greatest teacher support and school relatedness.
