Motivational profiles and mathematical performance in students from 7th to 10th grade: A person-centered perspective

This study aimed to identify different motivational profiles in a sample of 2,282 students (grades 7 to 10) from Spain, based on the combination of three main goals (Mastery goals, Performance goals, and Performance-avoidance goals). We also examined gender and school year effect in the relationship between these profiles and mathematical performance. Four motivational profiles were identified via Latent Profile Analysis: Average All Goals Profile, Approach High Profile (high scores in Mastery and Performance goals, with low scores in Performance-avoidance goals), High All Goals Profile, and Low All Goals Profile. A higher number of girls was found in the Approach High Profile, with boys predominating in the other three profiles, especially High All Goals, and the Low All Goals Profile (demotivated profile). In addition, there were statistically significant differences between the motivational profiles in mathematical performance. Students in the High All Goals Profile statistically outperformed the other three profiles, which exhibited no differences between them. School year also produced some differences, with students in the later years of secondary school demonstrating low motivation in all achievement goals (Low All Goals Profile). These results are discussed in light of previous research on Person-centered approaches and especially the synthesis by Wormington and Linnenbrink-García in 2017, from which practical and research implications arise. Four motivational profiles were identified using Latent Profile Analyses (LPA) Average Mastery, Performance and Avoidance goals were frequent among students Performance in Maths was positively related to high Mastery and Performance goals There was not interaction between gender/academic year and motivational profiles Results are discussed according to Wormington & LinnenbrinkGarcía´s review (2017)