Hostname: page-component-66d9dcfd78-jbpqd Total loading time: 0 Render date: 2026-08-02T05:44:21.653Z Has data issue: false hasContentIssue false
  • English
  • Français

Motivational and Emotional Profiles in University Undergraduates: a Self-Determination Theory Perspective

Published online by Cambridge University Press:  10 January 2013

Antonio González ,
Verónica Paoloni ,
Danilo Donolo  and
Cristina Rinaudo
Antonio González*
Affiliation:
Universidad de Vigo (Spain)
Verónica Paoloni
Affiliation:
Universidad Nacional de Río Cuarto (Argentina)
Danilo Donolo
Affiliation:
Universidad Nacional de Río Cuarto (Argentina)
Cristina Rinaudo
Affiliation:
Universidad Nacional de Río Cuarto (Argentina)
*
Correspondencen concerning this article should be addressed to Antonio González. Área de Psicología Básica. Universidad de Vigo. Facultad de Ciencias de la Educación. As Lagoas. 32004. Ourense (Spain). Phone: +34-988387110. Fax: +34-988-387159. E-mail: aglez@uvigo.es
Get access Rights & Permissions [Opens in a new window]

Abstract

Previous research has focused on specific forms of self-determined motivation or discrete class-related emotions, but few studies have simultaneously examined both constructs. The aim of this study on 472 undergraduates was twofold: to perform cluster analysis to identify homogeneous groups of motivation in the sample; and to determine the profile of each cluster for emotions and academic achievement. Cluster analysis configured four groups in terms of motivation: controlled, autonomous, both high, and both low. Each cluster revealed a distinct emotional profile, autonomous motivation being the most adaptable with high scores for academic achievement and pleasant emotions and low values for unpleasant emotions. The results are discussed in the light of their implications for academic adjustment.

Investigaciones previas han analizado distintas formas de motivación autodeterminada y emociones concretas relacionadas con las clases, pero pocas han examinado simultáneamente ambos constructos. El objetivo del presente trabajo, con 472 universitarios, es doble: realizar un análisis de conglomerados para identificar en la muestra grupos homogéneos en su motivación; y determinar el perfil de cada grupo en sus emociones académicas y su rendimiento. El análisis cluster configuró cuatro grupos según su motivación: controlada, autónoma, ambas altas, y las dos bajas. Cada cluster mostró un perfil emocional diferenciado, siendo el de motivación autónoma el más adaptativo, con valores elevados en rendimiento académico y emociones agradables y bajos en las desagradables. Se discuten los resultados y sus implicaciones para el ajuste académico.

Keywords

self-determination theoryacademic emotionsachievementcluster analysismotivational profileemotional profileautodeterminaciónemociones académicasrendimientoanálisis clusterperfil motivacionalperfil emocional

Information

Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 3 , November 2012 , pp. 1069 - 1080
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Álvarez, M., Balaguer, I., Castillo, I., & Duda, J. (2009). Coach autonomy support and quality of sport engagement in young soccer players. The Spanish Journal of Psychology, 12, 138–148.CrossRefGoogle ScholarPubMed
Arbuckle, J. (2006). AMOS 7.0. User's Guide. Chicago, IL: Smallwaters Corporation.Google Scholar
Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students' need for autonomy. In Christenson, S., Reschly, A., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 421–439). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4614-2018-7_20CrossRefGoogle Scholar
Assor, A., Kaplan, H., Kanat, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397–413. http://dx.doi.org/10.1016/j.learninstruc.2005.07.008CrossRefGoogle Scholar
Bentler, P., & Chou, P. (1987). Practical issues in structural modelling. Sociological Methods & Research, 16, 78–117. http://dx.doi.org/10.1177/0049124187016001004CrossRefGoogle Scholar
Black, A., & Deci, E. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning Organic Chemistry: A self-determination theory perspective. Science Education, 84, 740–756. http://dx.doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-33.0.CO;2-3>CrossRefGoogle Scholar
Boiché, J., Sarrazin, P., Grouzet, F., Pelletier, L., & Chanal, J. (2008). Students' motivational profiles and outcomes in Physical Education:Aself-determination perspective. Journal of Educational Psychology, 100, 688–701. http://dx.doi.org/10.1037/0022-0663.100.3.688CrossRefGoogle Scholar
Breckenridge, J. (2000). Validating cluster analysis: Consistent replication and symmetry. Multivariate Behavioral Research, 35, 261–285. http://dx.doi.org/10.1207/S15327906MBR3502_5CrossRefGoogle ScholarPubMed
Brislin, R. (1986). The wording and translation of research instruments. In Lonner, W. & Berry, J. (Eds.), Field methods in cross-cultural research (pp. 137–164). Beverly Hills, CA: Sage.Google Scholar
Byrne, B. (2001). Structural equation modeling with AMOS. Basic concepts, applications, and programming. Mahwah, NJ: LEA.Google Scholar
Cano, F., & Berbén, A. (2009). University students' achievement goals and approach to learning mathematics. British Journal of Educational Psychology, 79, 131–153. http://dx.doi.org/10.1348/000709908X314928CrossRefGoogle Scholar
Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newell, N., & Pekrun, R. (2008). Individual differences in achievement goals: Alongitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608. http://dx.doi.org/10.1016/j.cedpsych.2007.08.002CrossRefGoogle Scholar
Daniels, L., Stupnisky, R., Pekrun, R., Haynes, T., Perry, R., & Newall, N. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948–963. http://dx.doi.org/10.1037/a0016096CrossRefGoogle Scholar
Deci, E., & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. http://dx.doi.org/10.1207/S15327965PLI1104_01CrossRefGoogle Scholar
Deci, E., & Ryan, R. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology, 49, 14–23. http://dx.doi.org/10.1037/0708-5591.49.1.14CrossRefGoogle Scholar
García, T., Cervelló, E., Jiménez, R., Iglesias, D., & Moreno, A. (2010). Using self-determination theory to explain sport persistence and dropout in adolescent athletes. The Spanish Journal of Psychology, 13, 677–684.Google Scholar
Gil, P., Bernaras, E., Elizalde, L., & Arrieta, M. (2009). Learning strategies and motivational patterns of students at the campus of Gipuzkoa. Infancia y Aprendizaje, 32, 329–341. http://dx.doi.org/10.1174/021037009788964132CrossRefGoogle Scholar
Guay, F., Ratelle, C., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233–240. http://dx.doi.org/10.1037/a0012758CrossRefGoogle Scholar
Guillet, N., Vallerand, R., & Rosnet, E. (2009). Motivational clusters and performance in a real-life setting. Motivation and Emotion, 33, 49–62. http://dx.doi.org/10.1007/s11031-008-9115-zCrossRefGoogle Scholar
Gutiérrez, M., Ruiz, L., & López, E. (2010). Perceptions of motivational climate and teachers' strategies to sustain discipline as predictors of intrinsic motivation in physical education. The Spanish Journal of Psychology, 13, 597–608.CrossRefGoogle ScholarPubMed
Hayenga, A., & Henderlong, J. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371–383. http://dx.doi.org/10.1007/s11031-010-9181-xCrossRefGoogle Scholar
Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. http://dx.doi.org/10.1037/a0019682CrossRefGoogle Scholar
Koole, S., & Kuhl, J. (2008). Dealing with unwanted feelings: The role of affect regulation in volitional action control. In Shah, J. & Gardner, W. (Eds.), Handbook of motivation science (pp. 295–307). New York, NY: Guilford Press.Google Scholar
Levy, I., Kaplan, A., & Assor, A. (2007). Academic goal orientation, multiple goal profiles and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32, 231–252. http://dx.doi.org/10.1016/j.cedpsych.2006.06.001CrossRefGoogle Scholar
Little, T., Cunningham, W., Shahar, G., & Widaman, K. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173. http://dx.doi.org/10.1207/S15328007SEM0902_1CrossRefGoogle Scholar
Liu, W., Wang, C., Tan, O., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students' motivation in Project work. Learning and Individual Differences, 19, 139–145. http://dx.doi.org/10.1016/j.lindif.2008.07.002CrossRefGoogle Scholar
Marsh, H., Hau, K., Balla, J., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33, 181–220. http://dx.doi.org/10.1207/s15327906mbr3302_1CrossRefGoogle ScholarPubMed
Mas, C., & Medinas, M. (2007). Motivation in university students. Anales de Psicología, 23, 17–24.Google Scholar
Matsumoto, D., & Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12, 353–369. http://dx.doi.org/10.1007/BF00992359CrossRefGoogle Scholar
Meyer, D., & Turner, J. (2007). Scaffolding emotions in classroom. In Schutz, P. & Pekrun, R. (Eds.), Emotion in education (pp. 243–258). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Miquelon, P., Vallerand, R., Grouzet, F., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31, 913–924. http://dx.doi.org/10.1177/0146167204272298CrossRefGoogle ScholarPubMed
Moreno, J., Hernández, A., & González-Cutre, D. (2009). Completing the self-determination theory with social goals: A study about enjoyment of physical education. Revista Mexicana de Psicología, 26, 213–222.Google Scholar
Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3, 177–194. http://dx.doi.org/10.1016/S1469-0292(01)00020-6CrossRefGoogle Scholar
Núñez, J., Martín-Albo, J., & Navarro, J. (2005). Validity of the Spanish version of the Échelle de Motivation en Éducation [Validity of the Spanish version of the Academic Motivation Scale]. Psicothema, 17, 344–349.Google Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. http://dx.doi.org/10.1007/s10648-006-9029-9CrossRefGoogle Scholar
Pekrun, R. (2009). Emotions at school. In Wentzel, K. & Wigfield, A. (Eds.), Handbook of motivation at school (pp. 575–604). London, England: Routledge.Google Scholar
Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In Schutz, P. & Pekrun, R. (Eds.), Emotion in education (pp. 13–36). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P. y Perry, R. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48. http://dx.doi.org/10.1016/j.cedpsych.2010.10.002CrossRefGoogle Scholar
Pekrun, R., Goetz, T., & Perry, R. (2005). Achievement Emotions Questionnaire (AEQ)– user's Manual. University of Munich: Department of Psychology, Germany.Google Scholar
Pekrun, R., & Linnenbrink-García, L. (2012). Academic emotions and student engagement. In Christenson, S., Reschly, A., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 259–282). NewYork, NY: Springer. http://dx.doi.org/10.1007/978-1-4614-2018-7_12CrossRefGoogle Scholar
Ratelle, C., Guay, F., Vallerand, R., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734–746. http://dx.doi.org/10.1037/0022-0663.99.4.734CrossRefGoogle Scholar
Ratelle, C. Vallerand, R., Senécal, C., & Provencher, P. (2005). Arelationship between school-leisure conflict and educational and mental health indexes: A motivational analysis. Journal of Applied Social Psychology, 35, 1800–1822. http://dx.doi.org/10.1111/j.1559-1816.2005.tb02196.xCrossRefGoogle Scholar
Reeve, J. (2012). Aself-determination theory perspective on student engagement. In Christenson, S., Reschly, A., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 149–172). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4614-2018-7_7CrossRefGoogle Scholar
Ruthig, J., Perry, R., Hladkyj, S., Hall, N., Pekrun, R., & Chipperfield, J. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161–180. http://dx.doi.org/10.1007/s11218-007-9040-0CrossRefGoogle Scholar
Ryan, R., & Deci, E. (2002). An overview of self-determination theory: An organismic dialectic perspective. In Deci, E. & Ryan, R. (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press.Google Scholar
Ryan, R., & Deci, E. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In Wentzel, K. & Wigfield, A. (Eds.), Handbook of motivation at school (pp. 171–195). New York, NY: Routledge.Google Scholar
Vallerand, R. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna, M. (Ed.), Advances in experimental social psychology (Vol. 29, pp. 271–360). New York, NY: Academic Press. http://dx.doi.org/10.1016/S0065-2601(08)60019-2Google Scholar
Vallerand, R., Blais, M., Brière, N., & Pelletier, L. (1989). Construction et validation de l'Échelle de Motivation en Éducation (EME) [Construction and validation of the Academic Motivation Scale]. Revue Canadienne des Sciences du Comportement, 21, 323–349. http://dx.doi.org/10.1037/h0079855Google Scholar
Vallerand, R., Pelletier, L., Blais, M., Brière, N., Senécal, C., & Vallières, E. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 53, 159–172. http://dx.doi.org/10.1177/0013164493053001018CrossRefGoogle Scholar
Vallerand, R., Pelletier, L., & Koestner, R. (2008). Reflections on self-determination theory. Canadian Psychology, 49, 257–262. http://dx.doi.org/10.1037/a0012804CrossRefGoogle Scholar
Walls, T., & Little, T. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23–31. http://dx.doi.org/10.1037/0022-0663.97.1.23CrossRefGoogle Scholar
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671–688. http://dx.doi.org/10.1037/a0015083CrossRefGoogle Scholar
Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In Schutz, P. & Pekrun, R. (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Academic Press.CrossRefGoogle Scholar