Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22223
Title: 
Authors: 
Subjects: 
Motivation profiles
Malay students
Self-determination theory
Motivated strategies for learning
Cluster analysis
Issue Date: 
2020
Citation: 
Liu, W. C., Wang, J. C. K., Kang, H. J., & Kee, Y. H. (2020). A motivation profile analysis of Malay students in Singapore. Asia Pacific Journal of Education. Advance online publication. https://doi.org/10.1080/02188791.2020.1770690
Abstract: 
This study aims to examine the motivational profiles of Malay students in Singapore based self-regulated learning framework (Pintrich & De Groot, 1990) and self-determination theory (SDT; Deci & Ryan, 1985). The sample consisted of 740 secondary school Malay students (415 males, 325 females). Using cluster analysis, five different clusters of students were found based on their unique characteristics on self-regulation and learning strategies scores. The clusters were named from best to poor in numeric order. Cluster 1 is characterised by high scores on intrinsic value, self-efficacy, self-regulation, and lower scores on lack of learning strategies and anxiety compared to other clusters. On the other hand, cluster 5 has the lowest intrinsic values, self-efficacy, and self-regulation relative to their scores on other clustering variables. In addition, the more adaptive profiles were also found to score higher in enjoyment and effort, and lower in boredom, compared to other clusters. The findings suggest that intra-individual differences in self-regulated learning behaviour are associated with the expected differences in the type of motivation possessed, and learning outcome measures. Overall, the findings from the study shows that Malays students do possess adaptive qualities known to facilitate learning outcomes.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at https://doi.org/10.1080/02188791.2020.1770690
URI: 
ISSN: 
0218-8791 (print)
1742-6855 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
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