A profile analysis of computer-supported collaborative learning motivation in Chinese higher education: integrating achievement goal and expectancy-value perspectives

The rise of digital technology has significantly reshaped educational practices, making self-regulated learning (SRL) critical for success in computer-supported collaborative learning environments. This study employed latent profile analysis to explore whether students with different motivation profiles exhibit variations in SRL. Drawing on achievement goal theory and expectancy-value theory, the analysis focused on five motivational variables: mastery approach, performance approach, work avoidance, expectancy belief, and value belief. The study took place with 539 Chinese college students (56.8% women) to identify homogeneous latent motivation profiles. Four distinct profiles were identified: (1) Amotivated, (2) Goal-driven but doubtful, (3) Value-oriented/Goal-reserved, and (4) Comprehensively motivated. Furthermore, BCH analysis revealed significant variations in SRL behaviors across profiles. Students in the Comprehensively motivated group displayed the strongest SRL behaviors across all dimensions, while those in the Amotivated group exhibited the weakest performance. Students in the Goal-driven but doubtful and Value-oriented/Goal-reserved groups demonstrated overall average SRL abilities but minor differences in specific SRL behaviors. These results provide a nuanced understanding of how motivation profiles influence student behaviors and outcomes in CSCL environments. Insights from the study may help educators tailor their instructional practices and support strategies to enhance student engagement and learning efficacy.