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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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“These results are consistent with related studies conducted in face-to-face settings (Lietaert et al., 2015; Sierens et al., 2009; Vansteenkiste et al., 2009; Vollet et al., 2017).”
BackgroundResultMcLean, S. F. (2016) · Journal of Medical Education and Curricular Development · doi:10.4137/jmecd.s20377 · Cited by 759
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot
Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2023.2172044 · Cited by 707
“Moreover, the TS group may feel more connected to the learning than the NTS group due to stronger teacher – student relationships (Chiu, 2022; Vansteenkiste et al., 2009).”
Gamification in Science Education. A Systematic Review of the Literature
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“Similar to previous research (Vansteenkiste et al., 2009) and the measure for teachers’ motivation to teach, we created composite scores for autonomous (# ! .”
ResultSelf-citationHow motivation affects academic performance: a structural equation modelling analysis
Kusurkar, R. A., ten Cate, O., Vos, C. M. P., Westers, P., & Croiset, G. (2012) · Advances in Health Sciences Education · doi:10.1007/s10459-012-9354-3 · Cited by 685
“We also wanted to study the difference between how the model works in males and females as it has been found before that males have higher CM and lower AM than females (Vansteenkiste et al. 2009; Ratelle et al. 2007; Sobral 2004; Kusurkar et al. submitted).”
MethodResultVansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, W. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.04.002 · Cited by 542
“To measure quality of study motivation, students completed an adapted Dutch version of the Self-Regulation QuestionnaireAcademic (SRQ-A; Ryan & Connell, 1989; Vansteenkiste et al., 2009).”
MethodSelf-citationMotivation profiles at work: A self-determination theory approach
Howard, J. L., Gagné, M., Morin, A. J. S., & den Broeck, A. V. (2016) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2016.07.004 · Cited by 589
“This research has shown that the HA/ LC profile tends to be associated with higher levels of academic achievement, as well as lower levels of procrastination, openness to cheating, and school dropout than the HA/HC profile (Hayenga & Corpus, 2010; Ratelle et al., 2007; Vansteenkiste et al., 2009).”
BackgroundMethodResultPsychologically controlling teaching: Examining outcomes, antecedents, and mediators.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F. J. R. C., & Goossens, L. (2011) · Journal of Educational Psychology · doi:10.1037/a0025742 · Cited by 466
“To assess students’ academic motivation, we used an adapted, Dutch version (16 items; Vansteenkiste et al., 2009) of the Self-Regulation Questionnaire– Academic initially introduced by Ryan and Connell (1989).”
MethodSelf-citationRyan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021) · Motivation Science · doi:10.1037/mot0000194 · Cited by 536
“SDT research highlights how phenomenally distinct types (Ryan & Connell, 1989) and configurations (Vansteenkiste et al., 2009) of motivation have differing antecedents, rely on different neurological mechanisms, and predict different qualities of experience, behavior, and performance, underscoring…”
BackgroundSelf-citationDigital support for student engagement in blended learning based on self-determination theory
Chiu, T. K. F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106909 · Cited by 395
“In schools, teachers can support student engagement by satisfying their need for autonomy, relatedness, and competence in classrooms and virtual learning environments (Bedenlier et al., 2020; Chiu 2021a, 2021b; Lietaert et al., 2015; Vansteenkiste et al., 2009; Vollet et al., 2017).”
BackgroundMethodResultInfluentialFor Fun, Love, or Money: What Drives Workaholic, Engaged, and Burned‐Out Employees at Work?
van Beek, I., Hu, Q., Schaufeli, W. B., Taris, T. W., & Schreurs, B. H. J. (2011) · Applied Psychology · doi:10.1111/j.1464-0597.2011.00454.x · Cited by 438
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“Vansteenkiste et al (2009) High School and College Students Controlled Motivation External Regulation Because that’s something others (parents, friends, etc.) force me to do.”
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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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“These correlations are in line with those found in the SDT literature [14,15].”
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“In spite of these challenging circumstances, prior research on the motivating teaching style of teachers in higher education is rather scarce within the SDT-literature (but see Leenknecht et al. 2017 and Vansteenkiste et al. 2009 for exceptions).”
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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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Louws, M. L., Meirink, J. A., van Veen, K., & DRIEL, J. H. V. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.04.004 · Cited by 259
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The Role of Metamotivational Monitoring in Motivation Regulation
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Leenknecht, M. J. M., Wijnia, L., Köhlen, M., Fryer, L. K., Rikers, R. M. J. P., & Loyens, S. M. M. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1765228 · Cited by 290
Chinese Education Examined via the Lens of Self-Determination
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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).”
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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 180
“Studies adopting a person-oriented approach have been carried out in different fields, such as education [21], sports [22], and physical education [23–26].”
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“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).”
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“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 250
“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 192
“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).”
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“…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;…”
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“From a practical perspective, such information might be useful both from a diagnostic viewpoint and from an intervention viewpoint [13].”
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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
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“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).”
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Self-citationVolunteer engagement and intention to quit from a self‐determination theory perspective
Haivas, S., Hofmans, J., & Pepermans, R. (2013) · Journal of Applied Social Psychology · doi:10.1111/jasp.12149 · Cited by 153
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“…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
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 146
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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
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
“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 127
“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).”
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Duchatelet, D., & Donche, V. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1581143 · Cited by 143
“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).”
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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 146
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 145
“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 128
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
“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
“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
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 117
Jurik, V., Gröschner, A., & Seidel, T. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.01.005 · Cited by 121
Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., & Alivernini, F. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1572104 · Cited by 129
“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
“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 125
Motivational Profiles of Adult Learners
Rothes, A., de Lemos, M. S., & Gonçalves, T. (2016) · Adult Education Quarterly · doi:10.1177/0741713616669588 · Cited by 105
“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 131
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
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 126
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
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 110
“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
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
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 109
“…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
“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 103
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
“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
Metadata
- 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 › Developmental and Educational 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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