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Okul Öncesi ve Temel Eğitim Dergisi 2024, Cilt 5(2) 96-108

Motivational Profiles and Students' Satisfaction and Academic Achievement: A Person centered Analysis

Marzieh Sharifi • Mohammad Setayeshi Azhari • Maryam Shabani • Zeinab Rahimi • Sajjad Jokar
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Makale Türü
Araştırma Makalesi
Yayın Tarihi
December 31, 2024
Sayfa Sayısı
96-108
DOI
10.29329/jpee.2024.1168.2

Öz

Many factors such as motivation and self-esteem can have an impact on students' learning. Research has indicated that motivation is one of the effective factors in enhancing students' performance. The current study aimed to determine students' motivational profile via a person-centered analysis and to compare academic achievement and academic satisfaction with these profiles. This study had a descriptive causal-comparative design. A total of 237 sixth grade students completed Elliot and McGregor’ Achievement Goal Orientation Scale and Lent et al.’s Academic Satisfaction scale?. Data were analyzed via SPSS software with the use of cluster analysis and multivariate analysis of variance. Based on cluster analysis results, four motivational clusters were obtained for students, i.e. amotivation cluster (12.7%), the triple motivation cluster (32.5%), the mastery approach-performance approach cluster (16.9%) and multiple motivation cluster (38%). Academic satisfaction of mastery approach-performance approach and multiple motivation clusters were higher than triple motivation and amotivation clusters. Based on the findings, The findings may help educational decision makers to design effective educational interventions o enhance or maintain student motivation throughout the school year.

Anahtar Kelimeler: Academic Achievement Academic Satisfaction Cluster Analysis Motivational Profile
Bu makaleye atıf yap
Sharifi, M., Setayeshi Azhari, M., Shabani, M., Rahimi, Z., & Jokar, S. (2024). Motivational Profiles and Students' Satisfaction and Academic Achievement: A Person centered Analysis. Okul Öncesi ve Temel Eğitim Dergisi, 5(2), 96-108. https://doi.org/10.29329/jpee.2024.1168.2

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