However, if the group of students is large, like in a lecture, one cannot be sure whether it is the same individuals in each lesson who are not motivated or whether groups of unmotivated individuals have changed. Mostly, one attributes inattention to lacking motivation of some students. Furthermore, situational profiles were associated with students’ motivational dispositions at beginning and end of the semester, and partly related to changes in these dispositions during the semester.Īs school-, college- or university teacher, one often notices fluctuations in attention or engagement across a lesson and across a course. Results of multilevel latent profile analysis revealed three profiles with symmetric levels of expectancies, values, and costs (reflecting high, medium, and low motivation situations), and one profile reflecting motivating but costly situations. In a sample of 155 undergraduate students followed across one semester we examined the occurrence of six hypothesized profiles, situational profile change, and the associations of situational motivation profiles with students’ dispositional motivation.
This study focuses on the situational heterogeneity of motivation by investigating in-the-moment profiles of expectancies, task values, and costs within learning situations during a university lecture. 4Philosophical Faculty, School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland.3Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, NSW, Australia.
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