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Abstract
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy.
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Acknowledgement
This work was supported by a grant awarded to the first author by the Consellería de Economía e Industria (Xunta de Galicia) [Council of Economics and Industry of Galicia] (10 PXIB 106 293 PR) and a grant awarded to the second author by the Ministerio de Educación y Ciencia de España [Science and Education Ministry of Spain] (EDU2010-16231).