Patterns of motivation and communication in learning environments: a latent profile analysis
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Patterns of motivation and communication in learning environments: a latent profile analysis Flaviu A. Hodis1 · Georgeta M. Hodis2 Received: 26 November 2019 / Accepted: 22 October 2020 © Springer Nature B.V. 2020
Abstract This study identified the patterns of motivation (i.e., the motivation profiles) that reflect the interrelationships among expectancies of success, utility value beliefs, and perceptions of cost pertaining to an important school domain, namely mathematics. In addition, this research investigated similarities/differences among these profiles with regard to a set of eight motivation and communication factors that play key roles in learning environments: the motive to avoid failure, competitiveness, entity theory of intelligence, prevention orientation, general and school-related communicative self-efficacy, satisfaction in communicating with the mathematics teacher, and communication apprehension. To examine these aspects, data were collected from 463 secondary school students. Latent profile analyses were conducted to identify the motivation profiles. The results indicate that four motivation profiles provided a parsimonious representation of students’ patterns of expectancies of success, utility value, and cost related to mathematics. In addition, significant differences among profiles were found for the majority of the factors. Keywords Expectancy-value · Satisfaction in communicating with teacher · Competitiveness · The need to avoid failure · Prevention focus
1 Introduction Students’ engagement with and performance in school settings is influenced by how well they expect to do in upcoming learning tasks/activities (i.e., expectancies of success), the extent to which they value learning in a given domain (e.g., * Flaviu A. Hodis [email protected] Georgeta M. Hodis [email protected] 1
School of Education, Victoria University of Wellington, Wellington, New Zealand
2
School of Communication, Journalism, and Marketing, Massey University, Wellington, New Zealand
13
Vol.:(0123456789)
F. A. Hodis, G. M. Hodis
mathematics), and how taxing/costly they perceive their learning to be (Eccles 2005; Eccles and Wigfield 2002; Wigfield and Eccles 2000; Wigfield et al. 2016). In addition, students’ confidence in their ability to communicate in school settings and the extent to which their communication with teachers feels satisfying contribute to how productively they engage with learning (Hodis and Hodis 2012, 2013; Hodis and Hodis 2015). Thus, concomitant consideration of motivation and communication factors could provide important new information on the characteristics of motivated (vs. unmotivated) students. To advance understanding of these key aspects, this study aimed to identify the patterns of motivation (i.e., the motivation profiles) that reflect students’ expectancies of success, utility value beliefs, and perceptions of cost pertaining to an important school domain (i.e., mathematics). In addition, to provide a detailed characterization of the tendencies associated with di
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