Trajectories of Self-Determined Motivation During the Secondary School: A Growth Mixture Analysis

Guay, Frédéric, Morin, Alexandre J. S., Litalien, David, Howard, Joshua L. et Gilbert, William ORCID: https://orcid.org/0000-0002-6152-8656 (2021). Trajectories of Self-Determined Motivation During the Secondary School: A Growth Mixture Analysis. Journal of Educational Psychology, 113 (2). pp. 390-410.

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Résumé

Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during 3 consecutive school years, this study had three main objectives. First, we sought to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examined whether different sources of relatedness (father, mother, teachers, peers) predict membership to these motivational trajectory profiles. Third, we looked at the consequences of these motivational trajectory profiles in terms of adaptive and maladaptive outcomes. Nine hundred forty-one students (56.1% girls) from three distinct cohorts participated in the first measurement time (309 students initially in Secondary 1, 346 students initially in Secondary 2, 272 students initially in Secondary 3). Results revealed that no generic decline in global levels of self-determined motivation was observed during the secondary school years. Five distinct trajectory profiles in which the proportion of students varied were identified. The many comparisons made between these five profiles indicate few significant differences on sources of relatedness. However, teachers and fathers were important positive predictors of membership to the profiles characterized by higher self-determined trajectories, in addition to having a direct effect on initial levels of self-determined motivation observed within each profile (teachers) and on within-profile increases over time in global levels of self-determined motivation (teachers and fathers). Finally, students in profiles characterized by low self-determined motivation trajectories showed lower levels of adaptive outcomes and higher levels of maladaptive outcomes.

Type de document :	Article
Validation par les pairs :	Oui
Information complémentaire :	©American Psychological Association, [2021]. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. The final article is available, upon publication, at: http://dx.doi.org/10.1037/edu0000482 // ©American Psychological Association, [2021]. Ce document n'est pas la copie officielle et peut ne pas reproduire exactement le document officiel publié dans la revue de l'APA. L'article final est disponible, dès sa publication, à l'adresse suivante: http://dx.doi.org/10.1037/edu0000482
Mots-clés :	Motivation scolaire ; Continuum d'autodétermination ; ESEM bifactoriel ; Analyses de mélange de croissance ; École secondaire / Academic motivation ; Self-determination continuum ; Bifactor ESEM ; Growth mixture analyses ; Secondary school.
Départements et unités départementales :	Département des sciences de la santé > Psychologie
Date de dépôt :	31 mars 2025 18:45
Dernière modification :	31 mars 2025 18:45
URI :	https://semaphore.uqar.ca/id/eprint/3237