Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during three consecutive school years, this study has three main objectives. First, we seek to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examine whether different sources of relatedness (father, mother, teachers, peers) predict membership into these motivational trajectory profiles. Third, we look at the consequences of these motivational trajectory profiles in terms of adaptive and maladaptive outcomes. Nine hundred forty-one students (56.1% girls) from three distinct cohorts participated in the first measurement time (309 students initially in Secondary 1, 346 students initially in Secondary 2, 272 students initially in Secondary 3). Results revealed that no generic decline in global levels of selfdetermined motivation was observed during the secondary school years. Five distinct trajectory profiles in which the proportion of students varied were identified. The many comparisons made between these five profiles indicate few significant differences on sources of relatedness. However, teachers and fathers were important positive predictors of membership into the profiles characterized by higher selfdetermined trajectories, in addition to having a direct effect on initial levels of self-determined motivation observed within each profile (teachers), and on within-profile increases over time in global levels of self-determined motivation (teachers and fathers). Finally, students in profiles characterized by low self-determined motivation trajectories showed lower levels of adaptive outcomes and higher levels of maladaptive outcomes. Educational Impact and Implications Statement of the Article This study suggests that there are distinct subgroups of secondary students defined by how their motivation change over a five-year period. Although most students experience an increase in their motivation over five years, for some students their motivation remains stable and quite low. This last group of students experience low levels of adaptive outcomes (low grades and engagement), but high levels of maladaptive ones (high aggressive and risk behaviors). Moreover, students with high levels of motivation over the five-year period are those who perceive relationships that are more positive with their teachers and fathers. These results suggest that we need to determine ways of improving motivation by focusing on teachers and fathers’ relationship quality.

中文翻译：

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中学期间自我决定动机的轨迹：增长混合分析。

基于在连续三个学年中对三组中学生进行的加速纵向设计，本研究具有三个主要目标。首先，我们试图确定在中学时期遵循不同的自主动机轨迹的学生的不同概况。其次，我们检查不同的相关性来源（父亲、母亲、老师、同龄人）是否可以预测这些动机轨迹概况的成员身份。第三，我们从适应性和适应不良的结果来看这些动机轨迹概况的后果。来自三个不同队列的 941 名学生（56.1% 女生）参加了第一次测量（初中 309 名学生，初中 346 名学生，初中 3 272 名学生）。结果显示，在中学阶段，没有观察到全球自我决定动机水平的普遍下降。确定了五个不同的轨迹轮廓，其中学生的比例各不相同。在这五个配置文件之间进行的许多比较表明，在相关性来源上几乎没有显着差异。然而，教师和父亲是成员身份的重要积极预测因素，以更高的自主轨迹为特征，除了对每个配置文件（教师）中观察到的自决动机的初始水平有直接影响之外，还对配置文件内增加自我决定动机（老师和父亲）的全球水平的时间。最后，自我决定动机轨迹低的特征的学生表现出较低水平的适应性结果和较高水平的适应不良结果。文章的教育影响和影响陈述 本研究表明，根据他们的动机在五年期间的变化情况来定义中学生的不同亚组。尽管大多数学生的学习动机在五年内有所增加，但对于一些学生来说，他们的学习动机保持稳定且很低。最后一组学生的适应结果水平低（低成绩和参与度），但适应结果水平高（高攻击性和风险行为）。此外，五年期间积极性高的学生是那些认为与老师和父亲的关系更积极的学生。