The Nature of Achievement Goal Motivation Profiles: Exploring Situational Motivation in An Algebra-Focused Intelligent Tutoring System


Building on recent work related to measuring situational, in-the-moment motivation and the stability of motivation profiles, this study explores the nature of situational motivation profiles constructed with measurements of achievement goals during middle and high school students' algebra-focused intelligent tutoring system (ITS) learning during an academic semester. The results of multi-level profile analyses nesting multiple timepoints within students indicates the presence of four distinct profiles, with similar characteristics to those found in previous studies on dispositional achievement goals in mathematics for similar-aged students. Present findings have potential implications for designing effective motivation interventions during ITS learning.

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CEUR Workshop Proceedings

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