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Title:Exploring motivational profiles among high school students: a social-cognitive perspective
Author(s):Lampkins, Shawn
Director of Research:Espelage, Dorothy L.
Doctoral Committee Chair(s):Espelage, Dorothy L.
Doctoral Committee Member(s):Larson, Reed W.; Nettles, Saundra; Pomerantz, Eva M.
Department / Program:Educational Psychology
Discipline:Educational Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):adolescent motivation
achievement
goal orientation
academic self-efficacy
subjective task-values
academic self-regulation
latent profile analysis
Abstract:Motivational beliefs are central role players in shaping academic self-regulation and achievement, which decline significantly as students matriculate secondary-educational contexts. This study uses an advanced latent-profile mixture model analysis to explore and identify the motivational belief profiles of 273 high school students, profile prevalence, and their respective associations with academic self-regulation and achievement. Three motivational profiles were identified, each representing significant proportions of the sample (57%, 22%, 21%, respectively). Each profile exhibited significant relations across indices of academic self regulation and achievement. Practical and theoretical implications are discussed.
Issue Date:2014-05-30
URI:http://hdl.handle.net/2142/49491
Rights Information:Copyright 2014 Shawn Lampkins
Date Available in IDEALS:2014-05-30
Date Deposited:2014-05


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