Person-centred study on higher-order interactions between students' motivational beliefs and metacognitive self-regulation: Links with school language achievement.

ABSTRACT: Variable-centred studies assume that the links between motivation and metacognition with academic achievement are uniform across all students. However, this assumption may not hold and multiple interactions between motivational beliefs and metacognitive self-regulation may occur. To this end, the present study sought to explore these higher-order interactions and their links with school language achievement in a low-performance context. A large sample (N = 1046, 53.14% girls) of Greek secondary school students (M = 13.97, SD = .80) was drawn. Latent profile analyses were deployed to mimic higher-order interactions. Unexpectedly, the results indicated only three distinct well-defined profiles of students' motivated metacognitive self-regulation, namely exceptional motivation and metacogniti

SUBMITTER: Katsantonis I 

PROVIDER: S-EPMC10550156 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature