The relation between task-specific motivational profiles and training of self-regulated learning skills

Furthermore, association between motivation profiles with learning outcomes, mental effort, and self-efficacy were examined. In Study 1a, latent profile analysis resulted in four motivational profiles: (1) poor quality, (2) moderately positive, (3) moderately negative, and (4) good quality. Findings further showed that students with a “good quality” motivational profile scored higher on monitoring accuracy and learning outcomes than students with “poor quality” motivational profile. In Study 1b, similar motivational profiles were obtained as in Study 1a. Results demonstrated that students with a “moderately positive” motivation profile showed higher monitoring accuracy than students with a “poor quality” motivational profile. These findings show the importance of investigating task-specific motivational profiles in relation to training self-monitoring and making study choices.