Motivational Profiles From a Self-Determination Perspective: The Quality of Motivation Matters
Motivational Profiles From a Self-Determination Perspective: The Quality of Motivation Matters
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DOI：
10.1037/a0015083
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发表时间：
2009-08-01
影响因子：
4.9
通讯作者：
Lens, Willy
中科院分区：
文献类型：
--
作者：
Vansteenkiste, Maarten;Sierens, Eline;Lens, Willy
本研究补充了现存的变量为中心的研究，专注于自主和控制的动机，通过采用以人为本的方法来确定动机配置文件的尺寸。在高中生（研究1）和大学生（研究2）中，聚类分析揭示了4个动机特征：一个良好的动机组（即，高自主性，低控制性）;低质量的动机组（即，低自主性，高控制性）;低数量动机组（即，低自主性，低控制性）;和高数量动机组（即，高度自主，高度受控）。为了比较这四组，作者从定性和定量的角度对动机进行了预测。研究结果普遍有利于定性的角度来看，与其他组相比，良好的质量动机组显示出最佳的学习模式，得分最高的感知需要支持教学。研究结果的理论和实践意义进行了讨论。
The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed.