Motivational and emotional profiles in university undergraduatesa self-determination theory perspective

  1. González Fernández, Antonio 1
  2. Paoloni, Paola Verónica 2
  3. Donolo, Danilo 2
  4. Rinaudo, María Cristina 2
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

  2. 2 Universidad Nacional de Río Cuarto
    info

    Universidad Nacional de Río Cuarto

    Córdoba, Argentina

    ROR https://ror.org/0002pcv65

Revista:
The Spanish Journal of Psychology

ISSN: 1138-7416

Ano de publicación: 2012

Volume: 15

Número: 3

Páxinas: 1069-1080

Tipo: Artigo

DOI: 10.5209/REV_SJOP.2012.V15.N3.39397 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: The Spanish Journal of Psychology

Obxectivos de Desenvolvemento Sustentable

Resumo

Previous research has focused on specific forms of self-determined motivation or discrete class-related emotions, but few studies have simultaneously examined both constructs. The aim of this study on 472 undergraduates was twofold: to perform cluster analysis to identify homogeneous groups of motivation in the sample; and to determine the profile of each cluster for emotions and academic achievement. Cluster analysis configured four groups in terms of motivation: controlled, autonomous, both high, and both low. Each cluster revealed a distinct emotional profile, autonomous motivation being the most adaptable with high scores for academic achievement and pleasant emotions and low values for unpleasant emotions. The results are discussed in the light of their implications for academic adjustment.

Referencias bibliográficas

  • Álvarez, M., Balaguer, I., Castillo, I., & Duda, J. (2009). Coach autonomy support and quality of sport engagement in young soccer players. The Spanish Journal of Psychology, 12, 138-148.
  • Arbuckle, J. (2006). AMOS 7.0. User's Guide. Chicago, IL: Smallwaters Corporation.
  • Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students' need for autonomy. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 421-439). New York, NY: Springer. http://dx.doi.org/10.1007/978-M614-2018- 7-20
  • Assor, A., Kaplan, H., Kanat, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413. http://dx.doi. Org/10.1016/j.learninstruc.2005.07.008 (Pubitemid 41334979)
  • Bentler, P., & Chou, P. (1987). Practical issues in structural modelling. Sociological Methods & Research, 16, 78-117. http://dx.doi.org/ 10. H77/0049124187016001004
  • Black, A., & Deci, E. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning Organic Chemistry: A self-determination theory perspective. Science Education, 84, 740-756. http://dx.doi.org/10.1002/1098-237X (200011) 84:6<740::AID-SCE4>3.0. CO;2-3
  • Boiché, J., Sarrazin, P., Grouzet, R., Pelletier, L., & Chanal, J. (2008). Students' motivational profiles and outcomes in Physical Education: A self-determination perspective. Journal of Educational Psychology, 100, 688-701. http://dx.doi.org/10.1037/0022-0663.100.3.688
  • Breckenridge, J. (2000). Validating cluster analysis: Consistent replication and symmetry. Multivariate Behavioral Research, 35, 261-285. http://dx.doi.org/IO.1207/S15327906MBR3502-5
  • Brislin, R. (1986). The wording and translation of research instruments. In W. Lonner & J. Berry (Eds.), Field methods in cross-cultural research (pp. 137-164). Beverly Hills, CA: Sage.
  • Byrne, B. (2001). Structural equation modeling with AMOS. Basic concepts, applications, and programming. Mahwah, NJ: LEA.
  • Cano, F., & Berbén, A. (2009). University students' achievement goals and approach to learning mathematics. British Journal of Educational Psychology, 79, 131-153. http://dx.doi.org/10.1348/000709908X314928
  • Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newell, N., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584-608. http://dx.doi.org/10.1016/j.cedpsych.2007. 08.002
  • Daniels, L., Stupnisky, R., Pekrun, R., Haynes, T., Perry, R., & Newall, N. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963. http://dx.doi.org/10.1037/a0016096
  • Deci, E., & Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. http://dx.doi.org/10.1207/S15327965PLI1104- 01 (Pubitemid 33216305)
  • Deci, E., & Ryan, R. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49, 14-23. http://dx.doi.org/10.1037/0708-5591.49.1.14
  • Garcia, T., Cervelló, E., Jiménez, R., Iglesias, D., & Moreno, A. (2010). Using self-determination theory to explain sport persistence and dropout in adolescent athletes. The Spanish Journal of Psychology, 13, 677-684.
  • Gil, P., Bernaras, E., Elizalde, L., & Arrieta, M. (2009). Learning strategies and motivational patterns of students at the campus of Gipuzkoa. Infancia y Aprendizaje, 32, 329-341. http://dx.doi.org/10.1174/ 021037009788964132
  • Guay, R., Ratelle, C, & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233-240. http://dx.doi.org/10.1037/a0012758
  • Guillet, N., Vallerand, R., & Rosnet, E. (2009). Motivational clusters and performance in a real-life setting. Motivation and Emotion, 33, 49-62. http://dx.doi.org/10.1007/s11031-008-9115-z
  • Gutierrez, M., Ruiz, L., & López, E. (2010). Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education. The Spanish Journal of Psychology, 13, 597-608.
  • Hayenga, A., & Henderlong, J. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371-383. http://dx.doi.org/10. 1007/s11031-010-9181-x
  • Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600. http://dx.doi.org/ 10.1037/a0019682
  • Koole, S., & Kuhl, J. (2008). Dealing with unwanted feelings: The role of affect regulation in volitional action control. In J. Shah & W. Gardner (Eds.), Handbook of motivation science (pp. 295-307). New York, NY: Guilford Press.
  • Levy, I., Kaplan. A., & Assor, A. (2007). Academic goal orientation, multiple goal profiles and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32, 231-252. http://dx.doi.org/10.1016/j. cedpsych. 2006.06.001
  • Little, T., Cunningham, W., Shahar, G., & Widaman, K. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173. http://dx.doi.org/10.1207/S15328007SEM0902-1
  • Liu, W., Wang, C., Tan, O., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students' motivation in Project work. Learning and Individual Differences, 19, 139-145. http://dx.doi.org/10. 1016/j.lindif.2008.07.002
  • Marsh, H., Hau, K., Balla, J., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33, 181-220. http://dx.doi.org/10.1207/s 15327906mbr3302-1
  • Mas, C, & Medinas, M. (2007). Motivation in university students. Anales de Psicologia, 23, 17-24.
  • Matsumoto, D., & Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12, 353-369. http://dx.doi.org/10.1007/BF00992359
  • Meyer, D., & Turner, J. (2007). Scaffolding emotions in classroom. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 243-258). San Diego, CA: Academic Press.
  • Miquelon, P., Vallerand, R., Grouzet, R, & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31, 913-924. http://dx.doi.org/10.1177/0146167204272298
  • Moreno, J., Hernández, A., & González-Cutre, D. (2009). Completing the self-determination theory with social goals: A study about enjoyment of physical education. Revista Mexicana de Psicologia, 26, 213-222.
  • Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3, 177-194. http://dx.doi.org/10.1016/S1469-0292 (01) 00020-6
  • Nunez, J., Martin-Albo, J., & Navarro, J. (2005). Validity of the Spanish version of the Échelle de Motivation en Éducation [Validity of the Spanish version of the Academic Motivation Scale]. Psicothema, 17, 344-349.
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. http://dx.doi.org/10.1007/ s10648-006-9029-9 (Pubitemid 44877237)
  • Pekrun, R. (2009). Emotions at school. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 575-604). London, England: Routledge.
  • Pekrun, R., Frenzel, A., Goetz, T, & Perry, R. (2007). The controlvalue theory of achievement emotions: An integrative approach to emotions in education. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego, CA: Academic Press.
  • Peknin, R., Goetz, T., Frenzel, A., Barchfeld, P. y Perry, R. (2011). Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48. http://dx.doi.org/10.1016/j.cedpsych.2010.10.002
  • Pekrun, R., Goetz, T, & Perry, R. (2005). Achievement Emotions Questionnaire (AEQ) - user's Manual. University of Munich: Department of Psychology, Germany.
  • Pekrun, R., & Linnenbrink-García, L. (2012). Academic emotions and student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 259-282). New York, NY: Springer, http://dx.doi.org/10.1007/978-1-4614-2018-7J2
  • Ratelle, C., Guay, R., Vallerand, R., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746. http://dx.doi.org/10.1037/0022-0663.99.4.734
  • Ratelle, C., Vallerand, R., Senécal, C, & Provencher, P. (2005). A relationship between school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal of Applied Social Psychology, 35, 1800-1822. http://dx.doi.org/10.1111/j.1559-1816.2005.tb02196.x
  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York, NY: Springer. http://dx.doi.org/10. I007/978-l-4614-2018-7-7
  • Ruthig, J., Perry, R., Hladkyj, S., Hall, N., Pekrun, R., & Chipperfield, J. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161-180. http://dx.doi.org/10.1007/s11218-007-9040-0
  • Ryan, R., & Deci, E. (2002). An overview of self-determination theory: An organismic dialectic perspective. In E. Deci & R. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
  • Ryan, R., & Deci, E. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171-195). New York, NY: Routledge.
  • Vallerand, R. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). New York, NY: Academic Press. http://dx.doi.org/10.1016/S0065-2601 (08) 60019-2
  • Vallerand, R., Blais, M., Briere, N., & Pelletier, L. (1989). Construction et validation de l'Échelle de Motivation en Education (EME) [Construction and validation of the Academic Motivation Scale]. Revue Canadienne des Sciences du Comportement, 21, 323-349. http://dx.doi.org/10.1037/h0079855
  • Vallerand, R., Pelletier, L., Blais, M., Brière, N., Senecal, C, & Vallières, E. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 53, 159-172. http://dx.doi.org/10. U77/001316449 3053001018
  • Vallerand, R., Pelletier, L., & Koestner, R. (2008). Reflections on self-determination theory. Canadian Psychology, 49, 257-262. http://dx.doi. Org/10.1037/a0012804
  • Walls, T., & Little, T. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31. http://dx.doi.org/10.1037/0022-0663.97.1.23 (Pubitemid 40345912)
  • Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K.., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688. http://dx.doi.org/10.1037/a0015083
  • Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165-184). San Diego, CA: Academic Press.
Fonte de datos: Dialnet