While adolescents’ academic motivation usually declines, not all adolescents struggle. This study tested the heterogeneity of motivation trajectories, focusing particularly on three types of extrinsic motivation (external, introjected, and identified regulations) accompanied by competence beliefs. Parallel-process growth mixture modeling was utilized to identify classes of joint trajectories from grades 8 to 11, drawing on nationally representative data from South Korea (n = 6908). Three distinct classes emerged based on external regulation and competence beliefs, but there were no significant differences in academic achievement (scholastic aptitude test scores) in grade 12 across the classes. Four distinct classes emerged for introjected and identified regulation, respectively, covarying with competence beliefs. The classes demonstrating high and/or increasing competence beliefs showed the highest achievement for both introjected and identified regulation models. The results highlight the importance of fostering competence beliefs and provide a more nuanced explanation of the development of multidimensional motivation from a standpoint of self-determination theory.

虽然青少年的学习动机通常会下降，但并非所有青少年都在挣扎。这项研究测试了动机轨迹的异质性，特别关注伴随能力信念的三种外在动机（外部，内插和确定的法规）。并行处理的生长混合物建模用于从等级确定联合轨迹的类8至11，对从韩国（全国代表性数据描绘Ñ = 6908）。基于外部法规和能力信念，出现了三个不同的班级，但是在整个班级中，十二年级的学业成绩（学术能力测验分数）没有显着差异。与能力信念不同，出现了四个不同的类别，分别用于引入和确定的监管。展示出较高和/或不断增强的能力信念的班级，在引入和确定的监管模型中均表现出最高的成就。研究结果突出了培养能力信念的重要性，并从自决理论的角度为多维动机的发展提供了更为细致的解释。