![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
A longitudinal modeling approach was utilized to determine the existence of latent classes with regard to academic intrinsic motivation and the points of stability and transition of individuals between and within classes. A special type of latent Markov Chain model using Mplus was fit to data from the Fullerton Longitudinal Study, with academic intrinsic motivation measured from ages 9 through 17. Model fit using the Bayesian Information Criterion index was examined. The best fit involved a 3-class model, with classes designated as motivationally gifted, intermediate, and at-risk. Transitions between classes occurred mainly during childhood, whereas stability ensued by age 13. Methodological contributions are discussed, as well as theory and applications of the findings with regard to academic intrinsic motivation.
Acknowledgements
Portions of this research were supported by grants from the Spencer Foundation, Thrasher Research Fund, and California State University, Fullerton and Northridge. Gratitude is extended to the participants and families of the Fullerton Longitudinal Study.
Notes
1. To ensure adequacy of sample size, power, and parameter estimate precision necessary for conducting the various analyses presented in this study, the procedures outlined in Muthén and Muthén (2002) and Marcoulides and Saunders (Citation2006) were followed. Results indicated satisfactory evidence with respect to the stability of obtained parameter estimates and sufficient levels of power (well above .80, considered by most researchers as acceptable power) in the measurement components of the model.