2026-09-22T07:43:21Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/49491 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Espelage, Dorothy L. Espelage, Dorothy L. Larson, Reed W. Nettles, Saundra Pomerantz, Eva M. Lampkins, Shawn 2014-05-30T16:46:49Z 2014-05-30T16:46:49Z 2014-05 2014-05-30T16:46:49Z 2014-05 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. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2014-04-21T19:23:07Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 disseration_4_21_2014.docx: 480964 bytes, checksum: 250e545c63bbca8a8906452c5223434e (MD5) Lampkins_Shawn.pdf: 720509 bytes, checksum: cb96615f2a61939b59d93f040711833f (MD5) Made available in DSpace on 2014-05-30T16:46:49Z (GMT). No. of bitstreams: 3 Shawn_Lampkins.pdf: 720509 bytes, checksum: cb96615f2a61939b59d93f040711833f (MD5) disseration_4_21_2014.docx: 480964 bytes, checksum: 250e545c63bbca8a8906452c5223434e (MD5) license.txt: 4064 bytes, checksum: 05ccf10673352db2c2c4f246b05fd60a (MD5) http://hdl.handle.net/2142/49491 en Copyright 2014 Shawn Lampkins adolescent motivation achievement goal orientation academic self-efficacy subjective task-values academic self-regulation latent profile analysis Exploring motivational profiles among high school students: a social-cognitive perspective text Educational Psychology 1616 Educational Psychology 0210 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educatnl Psychology -UIUC 10KS0210PHD