Students' Motivational Profiles and Achievement Outcomes in Physical Education: A Self-Determination Perspective

By J. Boiché, P. Sarrazin, F. Grouzet, L. Pelletier, J. Chanal. 2008

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Previous studies in education have inspected the relations between students' autonomous versus controlled motivation and relevant outcomes. In most of those studies a global index of self-determined motivation was created. The purpose of this article was to examine (a) how the different types of motivation proposed by Self-Determination Theory combine into distinct profiles as identified by cluster analysis and (b) the links between those profiles and objective criteria of achievement. In Study 1, motivation toward physical education was assessed at the beginning of a 10-week gymnastics teaching cycle, and performance was assessed at the end of the cycle among a sample of high school students (N=210). Study 2 (N=215) extended Study 1 by controlling students' initial performance, measuring the effort they exerted and recording their grades. Cluster analyses revealed three motivational profiles: self-determined, non-self-determined, and moderate levels of both types of motivation. Path analysis showed that the self-determined profile was related to the highest achievement. The results are discussed in terms of their implications for the assessment of students' motivation and the consequences of motivational profiles for educational outcomes.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/00911a41c1b62e0ab5176e4d55ac1df85f2ac570

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

Motivational clusters and performance in a real-life setting (2009, background): “Past research in other life contexts such as education has shown that high levels of autonomous motivation toward education lead to high academic performance (e.g., Boiché et al. 2008; Burton et al. 2006; Gottfried et al. 1994).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, background): “…were characterized by both a high (identified in eight studies, except for the studies of Ntoumanis (2002) and Boiché et al. (2008)), a moderate (Boiché et al., 2008; Gillet et al., 2012; Ntoumanis, 2002; Ratelle et al., 2007), or a low quantity (Gillet et al., 2012; Haerens et al., 2010;…”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, unknown): “Previous studies (e.g., Sarrazin et al., 2006; Boiche, Sarrazin, Grouzet, Pelletier, & Chanal, 2008 ) have provided evidence for the validity and reliability of this scale.”
The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education. (2010, result): “…studies have offered support concerning the factorial validity (e.g., Boiché et al., 2008; Sarrazin et al., 2007), predictive validity (e.g., Boiché et al., 2008; Chalabaev et al., 2009) and reliability of the EMEP (e.g., Boiché et al., 200 8; Chalabaev et al., 2009: Sarrazin et al., 2006;…”
The mediating role of positive and negative affect in the situational motivation-performance relationship (2013, background): “It has been consistently found that autonomous motivation positively predicts performance (e.g., Amabile 1985; Black and Deci 2000; Boiché et al. 2008; Burton et al. 2006; Fortier et al. 1995; Gillet et al. 2010; Gottfried 1985; Grolnick and Ryan 1987; Grolnick et al. 1991; Guay and Vallerand…”
Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. (2010, background): “, Boich e et al., 2008) that showed that non-self-determined extrinsic motivation and amotivation were associated with low levels of performance. Chantal, Guay, Dobreva-Martinova, andVallerand (1996) have also analyzed the relationships between sport motivation and performance with a sample of 98 Bu”
Stability, change, and implications of students’ motivation profiles: A latent transition analysis (2017, background): “We also found three additional motivation profiles which, albeit less common, have also been observed in some previous studies (e.g., Boiché et al., 2008; Liu et al., 2009; Ratelle et al., 2007).”
Motivation profiles at work: A self-determination theory approach (2016, background): “However, in the work domain, researchers have theorized that some levels of introjected and external regulation may prove beneficial in predicting positive outcomes (Boiché et al., 2008; Moran et al., 2012; Van den Broeck et al., 2013).”