Profiling individual differences in student motivation:: A longitudinal cluster-analytic study in different academic contexts

被引:99
作者
Bråten, I [1 ]
Olaussen, BS [1 ]
机构
[1] Univ Oslo, Inst Educ Res, N-0317 Oslo, Norway
关键词
academic motivation; strategic processing; epistemological beliefs; cluster analysis; learner profiles;
D O I
10.1016/j.cedpsych.2005.01.003
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This research examined whether distinct student profiles emerged from measures of interest, mastery goals, task value, and self-efficacy in samples of Norwegian student nurses and business administration students. Additionally, profile differences in self-reported strategy use and epistemological beliefs were examined, as well as changes in student profiles over one academic year. Distinct groups of participants were identified in both samples, with considerable consistency in student profiles across the two academic contexts. In both contexts, more positively motivated participants consistently reported more use of deeper-level strategies and expressed more sophisticated beliefs about the nature of knowledge and knowledge acquisition. The longitudinal analysis showed that despite overall decreases in adaptive motivation in both contexts, many participants were able to maintain relatively high levels of motivation across the academic year, and, especially among the business administration students, quite a few developed more adaptive motivation over time. Yet, a great many participants in both samples lost some of their enthusiasm and engagement. (c) 2005 Elsevier Inc. All rights reserved.
引用
收藏
页码:359 / 396
页数:38
相关论文
共 77 条
[1]  
Aldenderfer M., 1984, Cluster Analysis, DOI DOI 10.4135/9781412983648
[2]  
Alexander P.A., 1999, LEARN INDIVID DIFFER, P413, DOI DOI 10.1037/10315-018
[3]   A perspective on strategy research: Progress and prospects [J].
Alexander, PA ;
Graham, S ;
Harris, KR .
EDUCATIONAL PSYCHOLOGY REVIEW, 1998, 10 (02) :129-154
[4]   Profiling the differences in students' knowledge, interest, and strategic processing [J].
Alexander, PA ;
Murphy, PK .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1998, 90 (03) :435-447
[5]   Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning [J].
Alexander, PA ;
Kulikowich, JM ;
Jetton, TL .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1995, 87 (04) :559-575
[6]  
[Anonymous], 1997, Self-efficacy: The exercise of control
[7]   COMPARATIVE-EVALUATION OF 2 SUPERIOR STOPPING RULES FOR HIERARCHICAL CLUSTER-ANALYSIS [J].
ATLAS, RS ;
OVERALL, JE .
PSYCHOMETRIKA, 1994, 59 (04) :581-591
[8]  
Bandura A., 1996, SOCIAL FDN THOUGHT A
[9]   Sustaining motivation and academic goals: The role of academic delay of gratification [J].
Bembenutty, H .
LEARNING AND INDIVIDUAL DIFFERENCES, 1999, 11 (03) :233-257
[10]  
Birkelund GE, 2000, TIDSSKR SAMFUNNSFOR, V41, P594