Profiling Individual Differences in Student Motivation: A Longitudinal Cluster-Analytic Study in Different Academic Contexts.

By Ivar Bråten, B. S. Olaussen. 2005

158 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7e34013e1d09153cfb7bab2c9e3aeba4e6858ede

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, result): “…developmental trajectories is in line with prior research on multiple pathways and profiles in the achievement motivation literature (e.g., Archambault, Eccles, & Vida, 2010; Bråten & Olaussen, 2005; Conley, 2012; Hayenga & Corpus, 2010; Pintrich, 2000; Shell & Husman, 2008; Snyder, 2012).”
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, background): “Person-centered research using motivational constructs with adult populations has shown a mixture of movement toward more and less adaptive profiles over time, despite a dominant tendency toward motivational losses (Alexander & Murphy, 1998; Braten & Olaussen, 2005).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Bråten and Olaussen ( 2005 ) used cluster analysis to examine motivational subgroups in 99 nursing and 105 business administration college students in Norway ; the motivational variables included interest , goal orientation , task value , and self - efficacy .”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, methodology): “Based on previous cluster-analytic research (Bråten & Olaussen, 2005; Buehl & Alexander, 2005), adaptive profiles (e.g., clusters that include such beliefs as incremental theory of ability and the belief that knowledge is constantly evolving rather than static) were hypothesized to be related to…”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, background): “If participants had been classified with two clustering procedures—one in the fall and one in the spring—it could be unclear whether the shifts reflected differences in the motivational profiles per se, or differences in the cluster solutions (cf. Braten and Olaussen 2005).”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, methodology): “…has shown, lower levels of self-efficacy and higher levels of anxiety result in lower levels of cognitive and metacognitive strategy use (e.g., Bråten & Olaussen, 2005; Cassidy & Eachus, 2000; Zeegers, 2004) and may even lead to self-regulatory failure (e.g., the student fails to engage in…”
Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis (2007, methodology): “…to study academic goals (Braten & Olaussen, 2005; Meece & Holt, 1993), IM (Pintrich, Anderman, & Klobucar, 1994), self-efficacy or self-confidence (Braten & Olaussen, 2005; Csizer & Dornyei, 2005; Pintrich et al., 1994), interest (Alexander & Murphy, 1998; Csizer & Dornyei, 2005; Nurmi & Aunola,…”