Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters.

By Maarten Vansteenkiste, Eline Sierens, Bart Soenens, K. Luyckx, W. Lens. 2009

1,031 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/55df4f2ece2dbbf5e50541b048052d08ed1bf9f6

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, neutral): “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).”
Digital support for student engagement in blended learning based on self-determination theory (2021, methodology): “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).”
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators (2012, methodology): “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).”
Motivation profiles at work: A self-determination theory approach (2016, methodology): “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).”
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation (2012, methodology): “It is a multidimensional model that distinguishes between the quantity and quality of motivation [17, 35].”
Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior. (2012, methodology): “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).”
Motivational Profiles of Adult Learners (2017, methodology): “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.”