Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students.


Journal Article

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N Study 1 = 160 upper elementary students; N Study 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.

Full Text

Duke Authors

Cited Authors

  • Linnenbrink-Garcia, L; Wormington, SV; Snyder, KE; Riggsbee, J; Perez, T; Ben-Eliyahu, A; Hill, NE

Published Date

  • October 2018

Published In

Volume / Issue

  • 110 / 7

Start / End Page

  • 1026 - 1048

PubMed ID

  • 30416206

Pubmed Central ID

  • 30416206

Electronic International Standard Serial Number (EISSN)

  • 1939-2176

International Standard Serial Number (ISSN)

  • 0022-0663

Digital Object Identifier (DOI)

  • 10.1037/edu0000245


  • eng