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Profiles of Achievement Motivation and Performance in Middle School: Links to Student Background and Perceived Classroom Climate

Authors
  • Erentaitė, Rasa1
  • Vosylis, Rimantas1, 2
  • Sevalneva, Daiva1
  • Melnikė, Eglė1
  • Raižienė, Saulė1, 3
  • Daukantaitė, Daiva4
  • 1 Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas , (Lithuania)
  • 2 Institute of Psychology, Mykolas Romeris University, Vilnius , (Lithuania)
  • 3 Institute of Psychology, Vilnius University, Vilnius , (Lithuania)
  • 4 Department of Psychology, Lund University, Lund , (Sweden)
Type
Published Article
Journal
Frontiers in Psychology
Publisher
Frontiers Media SA
Publication Date
May 30, 2022
Volume
13
Identifiers
DOI: 10.3389/fpsyg.2022.820247
Source
Frontiers
Keywords
Disciplines
  • Psychology
  • Original Research
License
Green

Abstract

Achievement motivation and performance at school are reciprocally related, however, empirical studies report a large variability of findings and, in some cases, weaker than expected associations between these constructs. To further our understanding of the motivation–performance link, we examined typical patterns of motivation and performance and their correlates, in two cohorts of 8th-grade students (N1 = 998, N2 = 441). As expected, we identified both concordant and discordant patterns of achievement motivation and performance. In two subgroups, specifically, those characterized by low motivation and low performance (34% of the sample) and those characterized by high motivation and high performance (18% of the sample), the levels of motivation were highly concordant with scores on math and reading tests. In contrast, the other two profiles—weak motivation with elevated performance (38% of all sample) and high motivation with low performance (9% of the sample) had divergent patterns of motivation and performance. The subgroups also differed on student socio-economic background, special educational needs, gender, as well as perceptions of classroom climate. Overall, our findings reveal context-dependent patterns of the relationship between aspects of achievement motivation and performance.

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