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The study models motivations using efficacy beliefs, achievement goals, and perceptions of value and costs for an anatomy and physiology course. Digital trace data from a learning management system capture students’ planning, monitoring, and self-evaluation behaviors. Four motivation profiles and three metacognitive profiles emerge, with demographics predicting profile membership and motivation-metacognition relations tied to science achievement.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-latent-profile-analysis-of-undergraduates-achievement-motivations-and-metacognitive-behaviors-study-overview/167291/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-latent-profile-analysis-of-undergraduates-achievement-motivations-and-metacognitive-behaviors-study-overview/167291.png","ImageObject",300,407,{"name":92,"@type":93},"Ezra","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-19","2026-08-31",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"这项研究研究的核心问题是什么？","Question",{"text":112,"@type":113},"研究用潜在剖面分析识别大学生的成就动机画像与元认知学习画像，并探讨二者之间以及人口学变量的关系，进一步关联科学学习成就。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"研究使用了哪些数据来刻画元认知行为？",{"text":117,"@type":113},"通过学习管理系统收集学生的数字足迹数据，用于衡量支持元认知过程的工具使用，包括规划、理解监测与自我评估。",{"name":119,"@type":110,"acceptedAnswer":120},"研究得到哪些动机画像和元认知学习画像？",{"text":121,"@type":113},"出现4类动机画像（High Cost、Moderately Motivated、High Goals and Values、Mastery-Driven）以及3类元认知学习画像（Infrequent Metacognitive Processing; Planning and Self-Evaluation; Monitoring via Self-Assessment）。",{"name":123,"@type":110,"acceptedAnswer":124},"研究对教学有哪些启示？",{"text":125,"@type":113},"提出教师可通过课程设计与任务支持积极动机，并提供规划、自我评估、监测与评价所需的工具与资源，以帮助不同学习者群体提升学习表现。","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},167291,1788211579,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148},1099514068035,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","This document is copyrighted by the American Psychological Association or one of its allied publishers . This article is intended solely for the personal use of the individual user and is not to be disseminated broadly .  \nAll rights, including for text and data mining, AI training, and similar technologies, are reserved .  \nJournal of Educational Psychology  \n© 2020 American Psychological Association 2020, Vol. 112, No. 7, 1409–1430  \nISSN: 0022-0663 [http://dx.doi.org/10.1037/edu0000445](http://dx.doi.org/10.1037/edu0000445)  \nA Latent Profile Analysis of Undergraduates’ Achievement Motivations and Metacognitive Behaviors, and Their Relations to Achievement in Science  \nWonjoon Hong University of Nevada, Las Vegas  \nMatthew L. Bernacki University of North Carolina, Chapel Hill  \nHarsha N. Perera  \nUniversity of Nevada, Las Vegas  \nAchievement motivation theories propose that student motivation is composed of multiple factors. Models of self-regulated learning adopt this assumption and further articulate that multiple metacognitive processes—planning, monitoring learning, and self-evaluation—are essential to guide progress toward a learning goal. Learners’ motivations are theorized to influence these metacognitive processes, which in turn influence learning outcomes. Latent profile analyses (LPA) enable a person-centered approach and capture multiple dimensions of motivation as they co-occur when learners engage in a task. This study documents the emergent motivation profiles of 1326 undergraduate biology students comprising efficacy beliefs, achievement goals, and perceptions ofthe value and costs of an anatomy and physiology course. Traces obtained from the learning management system provide data on students’ use of tools designed to support metacognitive processes including planning, monitoring learning, and self-evaluation. Latent profiles document the emergence of motivation, and metacognition profiles and a 3-step process reveals how student demographics predict motivation profile membership, and how the motivation profiles are related to metacognition profiles. Four motivation profiles (High Cost, Moderately Motivated, High Goals and Values, Mastery-Driven) and 3 metacognitive learning profiles (Infrequent Metacognitive Processing; Planning and Self-Evaluation; Monitoring via Self-Assessment) emerged. Demographic information was found to predict motivation profile membership. Members of Mastery-Driven and High Cost groups were less likely to use tools that support metacognitive processing. Learners in High Goals and Values and Mastery-Driven groups outperformed those in other groups, and learners in Planning and Self-evaluation and Monitoring performance outperformed those with little metacognitive activity.  \nEducational Impact and Implications Statement  \nLearners’ motivations influence the way they engage in learning, including their use of metacognitive processes such as planning, monitoring their understanding, and evaluating their performance. When survey data on students’ motivation (goals, efficacy, values, and costs) were modeled as profiles, different groups of students were found to report High Cost, Moderate Motivation, High Goals and Values, and Mastery-Driven motivations to learn. When regrouped by their digital metacognitive behaviors (use of tools to plan, monitor, and evaluate), these same students demonstrated either low metacognitive activity, use of planning and self-evaluation tools, or monitoring of their quiz performance. Learners in High Goals and Values and Mastery-Driven groups outperformed those in other groups, and learners in Planning and Self-evaluation and Monitoring groups outperformed those with little metacognitive activity. Instructors might design courses and tasks to promote positive motivations and scaffolding metacognition by supplying tools and resources to plan, self-assess, monitor, and evaluate. These choices may particularly benefit learners from underrepresented minority gro","cbCaijUshGqM4hHI","https://ap.wps.com/l/cbCaijUshGqM4hHI","pdf",571086,22,"English","# Study focus\n## Motivation and metacognition framework\n## Method and data sources\n## Emergent profiles and key findings\n## Educational impact and implications","[{\"question\":\"这项研究研究的核心问题是什么？\",\"answer\":\"研究用潜在剖面分析识别大学生的成就动机画像与元认知学习画像，并探讨二者之间以及人口学变量的关系，进一步关联科学学习成就。\"},{\"question\":\"研究使用了哪些数据来刻画元认知行为？\",\"answer\":\"通过学习管理系统收集学生的数字足迹数据，用于衡量支持元认知过程的工具使用，包括规划、理解监测与自我评估。\"},{\"question\":\"研究得到哪些动机画像和元认知学习画像？\",\"answer\":\"出现4类动机画像（High Cost、Moderately Motivated、High Goals and Values、Mastery-Driven）以及3类元认知学习画像（Infrequent Metacognitive Processing; Planning and Self-Evaluation; Monitoring via Self-Assessment）。\"},{\"question\":\"研究对教学有哪些启示？\",\"answer\":\"提出教师可通过课程设计与任务支持积极动机，并提供规划、自我评估、监测与评价所需的工具与资源，以帮助不同学习者群体提升学习表现。\"}]","A Latent Profile Analysis of Undergraduates’ Achievement Motivations and Metacognitive Behaviors - Study Overview | PDF",55]