Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students

• Published in: Journal of educational psychology 2018-10, Vol.110 (7), p.1026-1048
• Main Authors: Linnenbrink-Garcia, Lisa, Wormington, Stephanie V, Snyder, Kate E, Riggsbee, Jan, Perez, Tony, Ben-Eliyahu, Adar, Hill, Nancy E
• Format: Article
• Language: English
• Subjects: Academic Achievement; Achievement; Achievement Need; Beliefs; College Students; Competence; Elementary School Students; Expectation; Female; Grade 5; Human; Learner Engagement; Male; Motivation; Predictor Variables; Profiles; School Adjustment; Science Achievement; STEM Education; Student Attitudes; Student Motivation
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/edu0000245

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (NStudy 1 = 160 upper elementary students; NStudy 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts. Educational Impact and Implications Statement Three common patterns of motivation (Moderate-High All, Intrinsic and Confident, and Average All) were identified across a sample of elementary students (focused on schooling generally) and college students (focused on science specifically), with one unique pattern identified in each sample (Very High All, elementary only; Moderate Intrinsic and Confident, college only). Across studies, profiles characterized by a focus on learning and understanding, value for coursework, and high confidence in one's abilities to do coursework were associated with higher levels of engagement; mathematics achievement (elementary only); science, technology, engineering, and math (STEM) course completion (college only); and intentions to pursue a science career (college only), generally regardless of whether a strong focus on looking smart and avoiding appearing incompetent was also included in the profile. In contrast, profiles characterized by more moderate levels of motivation had the lowest levels of academic engagement, achievement, and persistence. Results highlight the importance of creating educational contexts that support goals to develop and learn and support students' valuing of school (or a specific d