The purpose of this study was to identify sixth graders' motivational profiles based on achievement goals and self-efficacy (n = 275) and to examine how these profiles relate to students' attitudes about social interdependence (cooperation, competition) and socio-cognitive conflict regulation (epistemic, competitive-relational, protective-relational). Latent profile analysis identified four profiles—(1) low mastery-approach goals with average other scores (Low Mastery), (2) high scores on all variables (High All), (3) high self-efficacy and mastery-approach goals (High Self-efficacy and Mastery), and (4) average scores on all variables (Average All). As expected, cooperative attitudes predicted greater likelihood of membership into profiles with higher mastery-approach goals and self-efficacy. The High Self-efficacy and Mastery profile showed the lowest level of less adaptive conflict regulation (competitive-relational and protective-relational regulations). Results highlight the importance of promoting students' cooperative attitudes, which are conducive to forging positive motivational profiles and thereby minimizing the use of relational regulation.

这项研究的目的是根据成就目标和自我效能感（n  = 275）确定六年级学生的动机概况，并研究这些概况如何与学生对社会相互依存（合作，竞争）和社会认知冲突的态度有关法规（流行性，竞争性，保护性）。潜在特征分析确定了四个特征-（1）具有较低平均掌握水平的目标以及其他平均得分（（较低掌握度）的人员），（2）所有变量均得分较高（（较高）全部），（3）具有较高的自我效能感和掌握方法的目标（高自我效能感和通达），以及（4）对所有变量的平均分数（平均所有）。正如预期的那样，合作态度预示着成员具有更高的掌握方法目标和自我效能感的可能性更大。高自我效能和精通度配置文件显示了较低水平的适应性较弱的冲突法规（竞争性和保护性法规）。结果强调了促进学生合作态度​​的重要性，这有助于建立积极的动机形象，从而最大程度地减少对关系调节的使用。