Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching

Figures & data

Table 1. Means and standard deviations of the study variables as a function of level, gender and track.

		Motivation				Educational Context
	N	External Regulation	Introjected Regulation	Identified Regulation	Intrinsic Motivation	Test Anxiety	Self-Efficacy	Autonomy Support	Structure	Involvement
Level of Education
Level 2	109	2.60 (.90)	2.85 (1.11)	3.83 (.83)	2.83 (.95)	3.85 (1.46)	4.91 (.91)	3.38 (.67)	3.36 (.56)	3.50 (.68)
Level 4	86	2.49 (.87)	2.65 (1.05)	3.94 (.95)	3.01 (.95)	3.31 (1.28)	5.11 (.95)	3.50 (.59)	3.36 (.59)	3.42 (.50)
Gender
Male	46	2.61 (.89)	2.94 (1.08)	3.90 (.94)	3.15 (.76)	3.57 (1.32)	5.06 (.98)	3.46 (.55)	3.40 (.58)	3.52 (.70)
Female	149	2.53 (.88)	2.70 (1.10)	3.81 (.87)	2.83 (.99)	3.62 (1.43)	4.98 (.92)	3.43 (.66)	3.35 (.56)	3.44 (.60)
Track PW^a	52	2.55 (.85)	2.52 (1.01)	3.94 (1.04)	2.88 (1.04)	3.21 (1.14)	5.09 (.88)	3.57 (.54)	3.38 (.51)	3.35 (.50)
BCW^b	109	2.60 (.90)	2.85 (1.11)	3.83 (.83)	2.83 (.95)	3.86 (1.45)	4.90 (.90)	3.38 (.67)	3.36 (.56)	3.50 (.68)
SW^c	35	2.40 (.86)	2.82 (1.10)	3.96 (.81)	3.17 (.78)	3.42 (1.46)	5.18 (1.08)	3.45 (.69)	3.37 (.70)	3.53 (.60)
Total	195	2.55 (.88)	2.76 (1.09)	3.88 (.88)	2.91 (.95)	3.61 (1.40)	5.00 (.93)	3.44 (.63)	3.36 (.57)	3.47 (.63)

Note. Track: ^a Pedagogical work; ^b Basic care and welfare; ^c Social work. Values in parentheses are standard deviations.

Table 2. Correlations among Study Variables.

Variables^a	1	2	3	4	5	6	7	8
Motivational regulations
1. External regulation
2. Introjected regulation	.56**
3. Identified regulation	−.03	.11
4. Intrinsic motivation	−.03	.19*	.48**
Educational context
5. Autonomy support	−.19**	−.07	.37**	.21**
6. Structure	−.19**	−.04	.49**	.29**	.74**
7. Involvement	−.04	.07	.44**	.34**	.63**	.70**
8. Test anxiety	.21**	.22**	−.13	−.08	−.28**	−.18*	−.13
9. Self-efficacy	−.14*	.02	.62**	.37**	.43*	.43**	.42**	−.25**

Note.*p< .050, **p < .010. A mean of the motivational regulations is significantly different from another mean if they have different superscripts. ^aScales for variables 1–7 ranged from 1 to 5 and for variables 8–9 ranged from 1 to 7.

Table 3. Fit Statistics of Latent Profile Analysis for Students’ Motivational Profiles.

Number of clusters	N per cluster	BIC^a	ABIC^b	AIC^c	Ent	VLMR^d	LMR^e	BLRT^f
1	195	2170.04	2144.70	2143.86	Na	Na	Na	Na
2	75,120	2110.39	2069.20	2067.84	.76	.067	.062	<.001
3	23,125,47	2097.62	2040.60	2038.70	.80	.086	.092	<.001
4	49,14,53,79	2085.28	2012.42	2010.00	.78	.063	.068	<.001
5	43,14,63,43,32	2091.36	2002.66	1999.71	.77	.200	.212	.013
6	14,1,67,43,33,37	2094.52	1989.98	1986.51	.82	<.001	<.001	<.001
7	61,10,34,27,1,42,20	2103.37	1982.99	1979.00	.82	.716	.722	.250
8	12,7,1,20,19,32,16,88	2115.73	1979.51	1974.99	.84	.391	.394	<.001

Note. ^aBayesian information criterion (BIC); ^badjusted Bayesian information criterion (ABIC); ^cAkaike information criterion (AIC); ^dVuong-Lo-Mendell-Rubin likelihood ratio test (VLMR); ^eLo-Mendell-Rubin likelihood ratio test; ^fbootstrap likelihood ratio test (BLRT) .

Figure 1. Z-scores for motivational regulations of the four-cluster solution.

Table 4. Means scores, standard errors and analysis of variance on all study variables for the motivational profiles.

	High quality (n = 49; 25%)	Low quantity (n = 14; 7%)	High quantity (n = 53; 27%)	Low quality (n = 79; 41%)	F	η^2
Cluster dimensions (z-scores)
External regulation	−0.86 (.67)^a	−0.88 (.82)^a	0.62 (.86)^b	0.27 (.82)^b
Introjected regulation	−1.05 (.50)^a	−1.48 (.26)^b	0.97 (.61)^c	0.26 (.53)^d
Identified regulation	0.67 (.53)^a	−1.68 (.83)^b	0.78 (.46)^a	−0.64 (.66)^c
Intrinsic motivation	0.27 (1.05)^a	−1.39 (.65)^b	0.50 (.87)^a	−0.25 (.78)^c
Cluster dimensions (raw scores)
External regulation	1.79 (.59)^a	1.77 (.72)^a	3.09 (.76)^b	2.78 (.72)^b	38.84	.38
Introjected regulation	1.61 (.55)^a	1.14 (.29)^b	3.82 (.67)^c	3.05 (.58)^d	165.09	.72
Identified regulation	4.47 (.47)^a	2.39 (.73)^b	4.57 (.41)^a	3.31 (.58)^c	119.00	.65
Intrinsic motivation	3.17 (1.00)^a	1.59 (.62)^b	3.38 (.83)^a	2.67 (.74)^c	21.28	.25
Educational context
Autonomy support^1	3.74 (.63)^a	3.21 (.61)^bc	3.53 (.54)^ac	3.23 (.62)^b	8.55**	.12
Structure^1	3.64 (.66)^a	3.04 (.36)^b	3.52 (.46)^a	3.15 (.49)^b	12.42**	.16
Involvement^1	3.67 (.55)^a	3.08 (.45)^b	3.73 (.59)^a	3.22 (.61)^b	12.33**	.16
Test anxiety^2	3.06 (1.26)^a	3.29 (1.74)^ab	3.72 (1.56)^ab	3.93 (1.20)^b	4.55*	.07
Self-efficacy^2	5.54 (.74)^a	4.29 (.74)^b	5.44 (.77)^a	4.50 (.83)^b	27.72**	.30

*p < .005.

**p < .001.

Values in parentheses are standard errors. A profile mean is significantly different from another mean if they have different superscripts. Differences between the profiles were tested with MANOVA followed by a post hoc Tukey analysis.

¹Measured on a five-point scale.

²Measured on a seven-point scale.