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<p>Grounded in Achievement Goal Theory (AGT), this four-wave longitudinal study investigates the formation, stability, and transitions of students’ multiple goal profiles across alternating phases of teacher-directed instruction (TDI) and self-directed learning (SDL). It also examines how self-efficacy and interest function as motivational correlates of profile affiliation. Using person-centered latent profile and transition analyses on data from 754 German secondary school students (Mage = 13.56, SD = 1.2; 49.4% female), five profiles were identified: mastery-oriented, high-all, average-all, low-all, and context-sensitive high-approach or high-avoidance configurations. While most profiles remained temporally stable, instructional context influenced specific transitions: the high-avoidance profile—present only during TDI—disappeared entirely in SDL, while a new high-approach profile emerged and remained stable. Mastery-oriented and high-all profiles showed robust continuity, whereas the low-all profile became increasingly unstable. Logistic regression revealed that higher self-efficacy and interest were consistently associated with adaptive profiles, especially under SDL conditions. oThese findings suggest that self-directed learning supports motivational adjustment for specific subgroups by reducing avoidance and strengthening engagement-oriented goal patterns. The study contributes to explanatory motivational research by illustrating how instructional context interacts with motivational dispositions, shedding light on the dynamic structure of achievement goal profiles.</p>

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Achievement goal profiles and profile transitions in teacher- and self-directed learning and the association with self-efficacy and interest

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月3日

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  • Sabine Schweder,
  • Gerda Hagenauer,
  • Lia Grahl,
  • Diana Raufelder

摘要

Grounded in Achievement Goal Theory (AGT), this four-wave longitudinal study investigates the formation, stability, and transitions of students’ multiple goal profiles across alternating phases of teacher-directed instruction (TDI) and self-directed learning (SDL). It also examines how self-efficacy and interest function as motivational correlates of profile affiliation. Using person-centered latent profile and transition analyses on data from 754 German secondary school students (Mage = 13.56, SD = 1.2; 49.4% female), five profiles were identified: mastery-oriented, high-all, average-all, low-all, and context-sensitive high-approach or high-avoidance configurations. While most profiles remained temporally stable, instructional context influenced specific transitions: the high-avoidance profile—present only during TDI—disappeared entirely in SDL, while a new high-approach profile emerged and remained stable. Mastery-oriented and high-all profiles showed robust continuity, whereas the low-all profile became increasingly unstable. Logistic regression revealed that higher self-efficacy and interest were consistently associated with adaptive profiles, especially under SDL conditions. oThese findings suggest that self-directed learning supports motivational adjustment for specific subgroups by reducing avoidance and strengthening engagement-oriented goal patterns. The study contributes to explanatory motivational research by illustrating how instructional context interacts with motivational dispositions, shedding light on the dynamic structure of achievement goal profiles.