Motivational profiles in learning physics - sself determination perspective

Matasić, Kristina. (2014). Motivational profiles in learning physics - sself determination perspective. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Vlahović-Štetić, Vesna].

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Abstract

The aim of this study was to identify motivational profiles of students considering different combinations of regulatory styles in light of Self-determination theory (Ryan and Deci, 2000) and to test differences between those groups of students in measures of subjective task values, self-efficacy and academic outcomes. In the study participated 225 students of 7th and 8th grade. Instruments assessing student's regulatory styles, efficacy beliefs, subjective task values, engagement, were used. Cluster analyses showed 4 different groups who share the same motivational profile: (a) high motivation – students with both high autonomous and controlled regulation; (b) low motivation – students with low both autonomous and controlled regulation; (c) autonomous regulation – students with high autonomous and low controlled regulation; (d) controlled regulation – students with high controlled and low autonomous regulation. ANOVA showed differences between those groups. Generally, results reveled that autonomous regulated and high motivated students have optimal motivational set in mesured dependent variables. They show more interest and utility for physics, assess higer competence for learning physics and they are more engaged in bihevioral cognitive and emotional way.

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