In the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and self-assessment accuracy in the domain of biology. A sample of 342 secondary school students participated in our study. Latent profile analysis resulted in four motivational profiles: (a) good-quality profile (high autonomous motivation, moderate introjected and external motivation), (b) moderately positive profile (moderate motivation levels with relatively higher autonomous motivation), (c) moderately negative profile (moderate motivation levels with relatively higher external motivation), and (d) poor-quality profile (moderate external, low autonomous motivation). Findings showed students with good-quality or moderately positive profiles learned more from the video modeling in terms of problem-solving and self-assessment accuracy than students with poor-quality or moderately negative profiles. Furthermore, students with a moderately negative profile outperformed students with a poor-quality profile on problem-solving and self-assessment accuracy. Results further indicated that students with good-quality and moderately positive profiles experienced studying the video modeling examples as less effortful than students with poor-quality or moderately negative profiles. Overall, our results demonstrated that knowing about students’ motivational profiles could help explain differences in how well students learn problem-solving as well as self-assessment skills from watching video modeling examples.

在当前的研究中，我们研究了特定于情境的动机档案在视频建模示例的有效性中的作用，这些示例在学习生物学领域解决问题和自我评估的准确性方面。342名中学生样本参加了我们的研究。潜在的个人资料分析产生了四个动机个人资料：（a）高质量的个人资料（高自主动机，中等内向和外部动机），（b）中度积极的个人简介（中度动机水平和较高的自主动机），（c）中度负面概况（中等动机水平，相对较高的外部动机），以及（d）质量低劣的概况（适度的外部动机，较低的自主动机）。调查结果显示，与那些质量较差或中度否定的学生相比，具有良好或中等正向的学生从视频建模中学到的问题解决和自我评估准确性要高得多。此外，在解决问题和自我评估的准确性方面，中等偏向的学生表现较差。结果还表明，与质量较差或中度否定的学生相比，学习质量好且中度积极的学生在学习视频建模示例方面要省力。总体而言，我们的结果表明，了解学生的动机特征可以帮助解释学生通过观看视频建模示例学习解决问题的能力以及自我评估技能的差异。