This study examined students’ profiles regarding motivation orientations and tested whether profile groups differed on cognitive, affective and social outputs. Study was performed on Tabriz university students. The sample consisted of 370 students, which were randomly selected. The instrumentals employed in the study were The Academic Motivation Scale, Prosocial Goals, Classroom Attitudes and Learning Strategies Questionnaires. Hierarchical cluster analysis method, MANOVA and post Hoc Tests were used to determine the optimal cluster structure of students. The results revealed that 4 profiles: (a) students with high level of autonomous motivation (b) students with high level of interojected regulation and internal motivation, (c) students with high levels of both autonomous and controlled motivations and (d) students with low levels of both controlled and autonomous motivation but high levels of amotivation. In addition, it was found that students in the high autonomous/high controlled group reported the highest degree of cognitive, affective and social outputs.
Badri, R., Moradi, S., & Hosseinpour, H. (2011). Types of Learning Motivation in University of Tabriz Students: Comparison of Cognitive, Emotional, and Social Performance of Students. Journal of Modern Psychological Researches, 6(21), 19-42.
MLA
Rahim Badri; Samad Moradi; hamed Hosseinpour. "Types of Learning Motivation in University of Tabriz Students: Comparison of Cognitive, Emotional, and Social Performance of Students". Journal of Modern Psychological Researches, 6, 21, 2011, 19-42.
HARVARD
Badri, R., Moradi, S., Hosseinpour, H. (2011). 'Types of Learning Motivation in University of Tabriz Students: Comparison of Cognitive, Emotional, and Social Performance of Students', Journal of Modern Psychological Researches, 6(21), pp. 19-42.
VANCOUVER
Badri, R., Moradi, S., Hosseinpour, H. Types of Learning Motivation in University of Tabriz Students: Comparison of Cognitive, Emotional, and Social Performance of Students. Journal of Modern Psychological Researches, 2011; 6(21): 19-42.
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