Motivation belief profiles in science: Links to classroom goal structures and achievement

• Published in: Learning and individual differences Vol. 67; pp. 91 - 104
• Main Authors: Bae, Christine L., DeBusk-Lane, Morgan
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.10.2018
• Subjects: Achievement goals; Classroom goals; Latent transition analysis; Science achievement; Self-efficacy; Achievement goals; Classroom goals; Latent transition analysis; Science achievement; Self-efficacy
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2018.08.003

Using a person-centered approach, this study examined science motivation belief (achievement goals and self-efficacy) profiles among middle school students (N = 1443). Three profiles were identified across grades: confidently mastery, high all, and low confidence/low mastery. For grades 6 (n = 520) and 7 (n = 307), a fourth profile, indifferent, and for grade 8 (n = 613), two new profiles, low all and performance-driven, were identified at the end of the school year. Results from latent transition analyses showed relatively stable profile membership; 42–89% of students remained in the same profile between time points. Classroom goal structures predicted profile membership and were aligned to students' personal goal endorsements. Evidence was also found for the association between profile and science achievement. Confidently mastery students demonstrated the highest science achievement, whereas performance was lower for all other profiles, with low confidence/low mastery students generally demonstrating the lowest science achievement. •Three to five science motivation (achievement goal) belief (self-efficacy) profiles were identified.•Profile membership was relatively stable throughout the school year for grades 6 to 8.•Classroom goal structures predicted profile membership.•Profiles were differentially related to science achievement.