Intrinsic motivation, Need for cognition, Grit, Growth Mindset and Academic Achievement in High School Students: Latent Profiles and Its Predictive Effects
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ID: 282511
2022
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Abstract
Recent efforts to identify non-cognitive predictors of academic achievement
have especially focused on self-constructs, whose measurement is concerned with
a specific domain (e.g., mathematics). However, other important factors, such
as character and motivation, have received less attention. Additionally, the
predictive accuracy of non-cognitive factors lacks evidence from subjects
including English and Science. In this study, we take a person-centered
approach and focus on students' intrinsic motivation, need for cognition, grit,
and growth mindset. We mainly focus on how these factors predict students'
mathematics, English, and science grades between 9th grade and 12th grade.
2,308 samples from high school students in Boston (Female = 1,237; aged from 13
to 17). The research results indicated that: (1) four latent profiles of
students emerged: High in grit students (n = 997, 43.2%, higher scores of
grit); Moderate students (n = 905, 38.3%, moderate in all scores); High in
intrinsic motivation students (n = 252, 11.8%, higher scores of intrinsic
motivation); Low in grit students (n = 154, 6.7%, lower scores of grit); (2)
students' gender, race, maternal education level, and social-economic ranking
predicted the profiles; and (3) four profiles of students had a significant
predictive effect on Mathematics, Science and English scores in both 9th grade
and 12th grade. We discussed the importance of character education for
adolescents and motivation for learning in high school.
| Reference Key |
zhong2022intrinsic
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|---|---|
| Authors | Jun Wu; Shuoli Qi; Yueshan Zhong |
| Journal | arXiv |
| Year | 2022 |
| DOI |
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