Publication: Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students
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Date
2021-08-25
Authors
Manzano-Sánchez, David ; Gómez-Mármol, Alberto ; Jiménez-Parra, José Francisco ; Gil Bohórquez, Isabel ; Valero Valenzuela, Alfonso
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Publisher
Public Library of Science
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DOI
https://doi.org/10.1371/journal.pone.0256293
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info:eu-repo/semantics/article
Description
© 2021 Manzano-Sánchez et al.
This document is the published version of a published work that appeared in final form in PLoS ONE
This document is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0
To access the final edited and published work see:
https://doi.org/10.1371/journal.pone.0256293
Abstract
The aim of this study was to assess the relationships among motivational profiles, their
responsibility levels, the school social climate and resilience, and the differences according
to gender and age of students from different secondary schools in Spain. A sample of 768
students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The
measurements taken concerned: personal and social responsibility, basic psychological
need satisfaction, motivation, resilience and school social climate. Bivariate correlation,
cluster and multivariate analyses were carried out. The cluster analysis was made using the
Motivation toward Education Scale with its different variables (intrinsic, identified, introjected,
external motivation and amotivation), revealing four profiles: low quality (1, low values
in all motivational variables except in amotivation), low quantity (2, low values), high
quantity (3, high values), and high quality (4, high values except in amotivation). The contrast
in comparisons shows differences in resilience, personal and social responsibility,
teacher climate and school climate (p < .001). The group with the highest values in resilience,
basic psychological needs, responsibility and school social climate was that with a
high quality profile. There were statistical differences in all variables with respect to the low
quantity and low quality groups (p < .001), while the high quantity group showed statistical
differences only in personal and social responsibility (p < .001). The low quality group had
the lowest values among all the variables, with statistical differences with respect to all
groups (p < .001). On the other hand, there were more boys than girls associated with high
quantity, without differences in their age. In conclusion, high quality motivation profiles
(those with high or low amotivation values and high values in autonomous and controlling
motivation), also have a higher satisfaction of basic psychological needs. Moreover, these
students are more resilient, show more responsibility and enhance the school/teaching
social climate, while low quality and /or quantity motivation, influence negatively on these
variables.
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Citation
PLoS ONE 16(8): e0256293
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