Motivational profiles from a self-determination perspective: The quality of motivation matters.
Abstract
The present research complements extant variable-centered research that focused on the dimensions of autonomous and controlled motivation through adoption of a person-centered approach for identifying motivational profiles. Both in high school students (Study 1) and college students (Study 2), a cluster analysis revealed 4 motivational profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled). To compare the 4 groups, the authors derived predictions from qualitative and quantitative perspectives on motivation. Findings generally favored the qualitative perspective; compared with the other groups, the good quality motivation group displayed the most optimal learning pattern and scored highest on perceived need-supportive teaching. Theoretical and practical implications of the findings are discussed.
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“Moreover, consistent with previous research showing that girls are more autonomously motivated for schooling in general (e.g., Vansteenkiste et al., 2009) and have a more favorable motivation to read in particular (e.g., Swalander & Taube, 2007; Wigfield & Guthrie, 1997), girls were expected to be…”
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“Reliability and validity were proved in previous studies (see Vansteenkiste et al., 2009).”
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“…with both high school and college students, using different text materials and experimentally varying different intrinsic (e.g., community contribution; self-development) and extrinsic goals (e.g., materialism; status; see Vansteenkiste et al., 2006, and Vansteenkiste et al., 2009, for overviews).”
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“…number of indicators per factor reported acceptable model fit, Students' reasons for studying were assessed with an adapted version of the Academic Self-Regulation scale (Ryan & Connell, 1989) which has been successfully used in previous work among Flemish students (Vansteenkiste et al., 2009).”
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“In line with previous research in the general classroom (e.g. Vansteenkiste et al., 2009) making use of these two dimensions, we expected that four different groups would emerge, with two of them being characterized by high and low levels of autonomous and controlled motivation, respectively.”
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“Prior studies have measured these two regulations together as autonomous motivation (e.g., Vansteenkiste et al., 2009).”
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“Although, context was not significant related to autonomous motivation, the association that context decreased controlled motivation indicated that context contributed to higher qualitative motivation (Vansteenkiste et al., 2009).”
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“[34] N/A N/A General education N/A N/A The impact of motivation on learning.”
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“This solution explained 67% of the variance in intrinsic motivation, 54% of the variance in extrinsic motivation, and 61% of the total variance—all above the 50% threshold used by Vansteenkiste et al. (2009).”
BackgroundMethodResultInfluentialWhen Academic Achievement Is an Obligation
Tao, V. Y. K., & Hong, Y.-Y. (2014) · Journal of Cross-Cultural Psychology · doi:10.1177/0022022113490072 · Cited by 188 · see citing works
Mouratidis, A. A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011) · Journal of Educational Psychology · doi:10.1037/a0022773 · Cited by 169 · see citing works
Self-citationNelson, K. G., Shell, D. F., Husman, J. E., Fishman, E. J., & Soh, L. (2014) · Journal of Engineering Education · doi:10.1002/jee.20066 · Cited by 171 · see citing works
Stirring the motivational soup: within-person latent profiles of motivation in exercise
Lindwall, M., Ivarsson, A., Josefsson, K. W., Jönsson, L., Ntoumanis, N., Patrick, H., Thøgersen‐Ntoumani, C., Markland, D. A., & Teixeira, P. J. (2017) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-017-0464-4 · Cited by 170 · see citing works
“Studies adopting a person-oriented approach have been carried out in different fields, such as education [21], sports [22], and physical education [23–26].”
MethodBiwer, F., Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin, A. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.642593 · Cited by 226 · see citing works
“The optimal number of clusters was selected based on the explained variance, parsimony, and interpretability of the solution (Vansteenkiste et al., 2009; Kusurkar et al., 2020).”
BackgroundMethodSelf-Concealment: Integrative Review and Working Model
Larson, D. G., Chastain, R. L., Hoyt, W. T., & Ayzenberg, R. (2015) · Journal of Social and Clinical Psychology · doi:10.1521/jscp.2015.34.8.705 · Cited by 169 · see citing works
van Roy, R., & Zaman, B. (2017) · Springer eBooks · doi:10.1007/978-3-319-51645-5_22 · Cited by 168 · see citing works
van Roy, R., & Zaman, B. (2018) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2018.04.009 · Cited by 172 · see citing works
Ahn, I., Chiu, M. M., & Patrick, H. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101950 · Cited by 187 · see citing works
Wang, Y., Wang, H., Wang, S., Wind, S. A., & Gill, C. (2024) · Learning and Motivation · doi:10.1016/j.lmot.2024.102015 · Cited by 236 · see citing works
“On the other hand, identified regulation, integrated regulation, and intrinsic motivation are considered autonomous and ideal types of motivation (Ratelle et al., 2007; Vansteenkiste et al., 2009).”
Study Demands–Resources Theory: Understanding Student Well-Being in Higher Education
Bakker, A. B., & Mostert, K. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09940-8 · Cited by 216 · see citing works
“Resources are inherently motivating because they satisfy basic psychological needs, such as the needs for autonomy, relatedness, and competence (Vansteenkiste et al., 2009).”
Bidee, J., Vantilborgh, T., Pepermans, R., Huybrechts, G., Willems, J., Jegers, M., & Hofmans, J. (2012) · VOLUNTAS International Journal of Voluntary and Nonprofit Organizations · doi:10.1007/s11266-012-9269-x · Cited by 156 · see citing works
“The motivation to volunteer was measured using the Motivation at Work Scale-R (MAWS-R) (Gagné et al., 2012), also inspired by the self-regulatory scales of Ryan and Connell (1989) and Vansteenkiste et al. (2009).”
MethodFriederichs, S. A. H., Bolman, C. A. W., Oenema, A., & Lechner, L. (2015) · BMC Psychology · doi:10.1186/s40359-015-0059-2 · Cited by 154 · see citing works
“…motivational profiles in the context of work and organization (Moran et al. 2012; Van den Broeck et al. 2013), education (Ratelle et al. 2007; Vansteenkiste et al. 2009; Hayenga & Corpus 2010; Liu et al. 2009; Wormington et al. 2012; Corpus & Wormington 2014) and PA (Guerin & Fortier 2012;…”
BackgroundMethodResultInfluentialLyndon, M., Henning, M. A., Alyami, H., Krishna, S., Zeng, I. S. L., Yu, T.-C. W., & Hill, A. G. (2017) · Perspectives on Medical Education · doi:10.1007/s40037-017-0340-6 · Cited by 151 · see citing works
“From a practical perspective, such information might be useful both from a diagnostic viewpoint and from an intervention viewpoint [13].”
BackgroundElAdl, A. M., & Alkharusi, H. (2020) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v15i1.4461 · Cited by 151 · see citing works
Van den Broeck, A., Lens, W., De Witte, H., & Van Coillie, H. (2013) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2012.11.005 · Cited by 192 · see citing works
Self-citationBaerdemaeker, J. D., & Bruggeman, W. (2015) · Management Accounting Research · doi:10.1016/j.mar.2015.06.002 · Cited by 150 · see citing works
School-based teacher collaboration: Different learning opportunities across various contexts
de Jong, L., Meirink, J. A., & Admiraal, W. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102925 · Cited by 139 · see citing works
Wei, X., Saab, N., & Admiraal, W. (2022) · The Internet and Higher Education · doi:10.1016/j.iheduc.2022.100880 · Cited by 137 · see citing works
Warburton, V. E., Wang, J. C. K., Bartholomew, K. J., Tuff, R. L., & Bishop, K. C. M. (2020) · Motivation and Emotion · doi:10.1007/s11031-019-09798-2 · Cited by 136 · see citing works
“Over the last 20 years, person-centered approaches have increased in popularity due to their contribution to both our theoretical and practical understanding of motivation (e.g., Haerens et al. 2018; Ntoumanis 2002; Vansteenkiste et al. 2009; Wang and Biddle 2001, Wang et al. 2016).”
BackgroundRyan, R. M., Soenens, B., & Vansteenkiste, M. (2019) · Journal of Personality · doi:10.1111/jopy.12440 · Cited by 171 · see citing works
Self-citationVolunteer engagement and intention to quit from a self‐determination theory perspective
Haivas, S. M., Hofmans, J., & Pepermans, R. (2013) · Journal of Applied Social Psychology · doi:10.1111/jasp.12149 · Cited by 132 · see citing works
McEown, M. S., Noels, K. A., & Saumure, K. D. (2014) · System · doi:10.1016/j.system.2014.06.001 · Cited by 132 · see citing works
Murcia, J. A. M., Torregrosa, Y. S., & Belando‐Pedreño, N. (2015) · Journal of New Approaches in Educational Research · doi:10.7821/naer.2015.1.106 · Cited by 131 · see citing works
“…of the knowledge that the student acquires (Leary, Walker, Shelton, & Harrison, 2013), leading the student to show greater interest in and commitment to the subject matter he or she is studying, and to improve his or her academic performance (Vansteenkiste, Soenens, Sierens, Luyckx, & Lens, 2009).”
Herrmann, J., Koeppen, K., & Kessels, U. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.11.011 · Cited by 132 · see citing works
A latent profile analysis of adult students’ online self-regulation in blended learning environments
Vanslambrouck, S., Zhu, C., Pynoo, B., Lombaerts, K., Tondeur, J., & Scherer, R. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2019.05.021 · Cited by 135 · see citing works
Neufeld, A., & Malin, G. (2019) · BMC Medical Education · doi:10.1186/s12909-019-1847-9 · Cited by 133 · see citing works
A person-centered investigation of academic motivation and its correlates in high school
Wormington, S. V., Corpus, J. H., & Anderson, K. G. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.03.004 · Cited by 128 · see citing works
The impact of grades on student motivation
Chamberlin, K., Yasué, M., & Chiang, I.-C. A. (2023) · Active Learning in Higher Education · doi:10.1177/1469787418819728 · Cited by 149 · see citing works
“Participants at Narrative and Hybrid-University exemplified the ‘high-quality’ academic motivation, with high autonomous motivation and low controlled motivation that is predictive of optimal learning (Ratelle et al., 2007; Vansteenkiste et al., 2009).”
BackgroundWhen Putting Work Off Pays Off: The Curvilinear Relationship between Procrastination and Creativity
Shin, J., & Grant, A. M. (2020) · Academy of Management Journal · doi:10.5465/amj.2018.1471 · Cited by 119 · see citing works
“When it comes to different types of motivation, more is not necessarily better: it is the quality, not the quantity, that seems to matter most (Grant, Nurmohamed, Ashford, & Dekas, 2011; Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009).”
Werner, K. M., & Milyavskaya, M. (2018) · Social and Personality Psychology Compass · doi:10.1111/spc3.12425 · Cited by 126 · see citing works
Duchatelet, D., & Donche, V. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1581143 · Cited by 143 · see citing works
“For example, college students who are reported as being more autonomously motivated experience the highest levels of need-supportive teaching, which includes autonomysupportive teacher behaviour (Vansteenkiste et al., 2009).”
BackgroundResultInfluentialReynders, B., Vansteenkiste, M., Puyenbroeck, S. V., Aelterman, N., Backer, M. D., Delrue, J., Muynck, G. D., Fransen, K., Haerens, L. L., & Broek, G. V. (2019) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2019.04.002 · Cited by 119 · see citing works
Self-citationVan den Berghe, L., Soenens, B., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2014) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2014.04.001 · Cited by 165 · see citing works
Self-citationSelf-determination for all language learners: New applications for formal language education
McEown, M. S., & Oga-Baldwin, W. L. Q. (2019) · System · doi:10.1016/j.system.2019.102124 · Cited by 130 · see citing works
Al‐Hoorie, A. H., Oga-Baldwin, W. L. Q., Hiver, P. V., & Vitta, J. P. (2022) · Language Teaching Research · doi:10.1177/13621688221102686 · Cited by 133 · see citing works
“In numerous studies, these regulations are grouped into ‘autonomous motivation’, comprised of identified and intrinsic regulations, and ‘controlled motivation’, comprised of introjected and extrinsic regulations (see Oga-Baldwin & Fryer, 2018; Vansteenkiste et al., 2009;).”
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis
Ng, B., Liu, W. C., & Wang, J. (2015) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-015-9654-1 · Cited by 122 · see citing works
Multiple types of motives don't multiply the motivation of West Point cadets
Wrzesniewski, A., Schwartz, B., Cong, X., Kane, M., Omar, A., & Kolditz, T. (2014) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1405298111 · Cited by 113 · see citing works
“Furthermore, students experiencing high levels of both autonomous and controlled motivation have lower GPAs and procrastinate more than those with high levels of autonomous motivation and low levels of controlled motivation (17).”
BackgroundShell, D. F., & Soh, L. (2013) · Journal of Science Education and Technology · doi:10.1007/s10956-013-9437-9 · Cited by 113 · see citing works
“2011) using mastery and performance goals or self-determination theory (Hayenga and Corpus 2010; Vansteenkiste et al. 2009) using autonomous—controlled or intrinsic—extrinsic motivation.”
BackgroundMethodInfluentialA latent profile analysis of university students’ self-regulated learning strategies
Ning, H. K., & Downing, K. J. (2014) · Studies in Higher Education · doi:10.1080/03075079.2014.880832 · Cited by 112 · see citing works
An Integrative Perspective for Studying Motivation in Relation to Engagement and Learning
Linnenbrink‐Garcia, L., & Wormington, S. V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.031 · Cited by 112 · see citing works
Jurik, V., Gröschner, A., & Seidel, T. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.01.005 · Cited by 109 · see citing works
Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1572104 · Cited by 107 · see citing works
“Autonomously motivated university students have been found to be more likely to engage in effective learning strategies (e.g. Vansteenkiste et al., 2009), to perform better academically (e.g. Deci & Ryan, 1985) and to have higher levels of well-being and lower levels of stress (e.g. Baker, 2004).”
BackgroundMethodResultInfluentialChiu, T. K. F., Sun, J. C., & Ismailov, M. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2074966 · Cited by 130 · see citing works
“Taking an SDT approach, needs support can be categorised into three types: autonomy support (which supports students’ autonomy), support for the learning structure (which aids competence), and teacher involvement (which increases relatedness; Chiu, 2021a, 2022; Lietaert et al., 2015; Vansteenkiste et al., 2009).”
BackgroundMethodInfluentialAesaert, K., Nijlen, D. V., Vanderlinde, R., Tondeur, J., Devlieger, I., & van Braak, J. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.03.014 · Cited by 113 · see citing works
Motivational Profiles of Adult Learners
Rothes, A., de Lemos, M. S., & Gonçalves, T. (2016) · Adult Education Quarterly · doi:10.1177/0741713616669588 · Cited by 105 · see citing works
“This result is consistent with previous research with traditional students (Hayenga & Corpus, 2010; Vansteenkiste et al., 2009; Wormington et al., 2012) and suggests that a four-profile structure is adequate for nontraditional learners as well.”
BackgroundMethodResultInfluentialLi, J., King, R. B., & Wang, C. (2022) · System · doi:10.1016/j.system.2022.102820 · Cited by 123 · see citing works
Exploring factors related to primary school pupils’ ICT self-efficacy: A multilevel approach
Aesaert, K., & van Braak, J. (2014) · Computers in Human Behavior · doi:10.1016/j.chb.2014.10.006 · Cited by 106 · see citing works
Perfectionism, self-determined motivation, and coping among adolescent athletes
Mouratidis, A. A., & Michou, A. (2011) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2011.03.006 · Cited by 107 · see citing works
How and when spiritual leadership enhances employee innovative behavior
Zhang, Y., & Yang, F. (2020) · Personnel Review · doi:10.1108/pr-07-2019-0346 · Cited by 114 · see citing works
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis
Corpus, J. H., & Wormington, S. V. (2014) · The Journal of Experimental Education · doi:10.1080/00220973.2013.876225 · Cited by 101 · see citing works
“High school students with primarily extrinsic motivation do perform substantially worse than their peers with high-quantity motivation (Ratelle et al., 2007; Vansteenkiste et al., 2009; Wormington et al., 2012), although it is difficult to make comparisons across studies with different age groups using different measu…”
BackgroundMethodResultInfluentialExamining engagement in context using experience-sampling method with mobile technology
Xie, K., Heddy, B. C., & Vongkulluksn, V. W. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101788 · Cited by 100 · see citing works
Primary school pupils' ICT competences: Extensive model and scale development
Aesaert, K., van Braak, J., Nijlen, D. V., & Vanderlinde, R. (2014) · Computers & Education · doi:10.1016/j.compedu.2014.10.021 · Cited by 100 · see citing works
Transition from high school to university: a person-centered approach to academic achievement
Clercq, M. D., Galand, B., & Frenay, M. (2016) · European Journal of Psychology of Education · doi:10.1007/s10212-016-0298-5 · Cited by 99 · see citing works
“…approach such as cluster analysis can provide a more detailed examination than a variable-centered approach (Dumais 2005; Phinney et al. 2005; Vansteenkiste et al. 2009; Hayenga and Corpus (2010, p. 372); “a person-centered approach focuses on particular combinations of variables as they…”
Vansteenkiste, M., Mouratidis, A. A., & Lens, W. (2010) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.32.2.217 · Cited by 98 · see citing works
“To date, and to the best of our knowledge, one single study in the educational domain (Vansteenkiste, Smeets, et al., 2009) has directly examined the reasons underlying one’s PAp goals.”
Self-citationThe dark side of experiencing job autonomy: Unethical behavior
Lu, J. G., Brockner, J., Vardi, Y., & Weitz, E. (2017) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2017.05.007 · Cited by 97 · see citing works
Teachers' engagement in professional learning: Exploring motivational profiles
Jansen in de Wal, J., den Brok, P. J., Hooijer, J. G., Martens, R. L., & van den Beemt, A. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.08.001 · Cited by 130 · see citing works
“Finally, we expect that teachers in profiles with more autonomous motivation relative to controlled motivation will show more engagement in TPL behaviour than teachers in other profiles (Ryan & Deci, 2000; Vansteenkiste et al., 2009).”
BackgroundMethodInfluentialXie, K., Vongkulluksn, V. W., Lü, L., & Cheng, S. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101877 · Cited by 95 · see citing works
- Authors
- Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W.
- Affiliations
- Ghent University (BE)
- KU Leuven (BE)
- Venue
- Journal of Educational Psychology
- Published
- 2009-08
- Volume
- 101
- Issue
- 3
- Pages
- 671-688
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2124800699
- Semantic Scholar
- 55df4f2ece2dbbf5e50541b048052d08ed1bf9f6
- Cited by
- 1,074
- References
- 60
- Citations by year
- 2026: 46 · 2025: 62 · 2024: 80 · 2023: 170 · 2022: 87 · 2021: 87 · 2020: 86 · 2019: 66 · 2018: 75 · 2017: 57 · 2016: 46 · 2015: 51 · 2014: 47 · 2013: 38 · 2012: 36
- FWCI
- 31.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- motivational profiles, autonomous motivation, controlled motivation, self-determination theory, person-centered approach, high school students, university students, optimal learning
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