Achievement 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 of the 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. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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本科生成就动机和元认知行为的潜在剖面分析，及其与科学成就的关系。

成就动机理论认为学生动机是由多种因素组成的。自我调节学习模型采用了这一假设，并进一步阐明了多种元认知过程——规划、监控学习和自我评估——对于指导学习目标的进展至关重要。从理论上讲，学习者的动机会影响这些元认知过程，进而影响学习结果。潜在概况分析 (LPA) 支持以人为中心的方法，并在学习者参与任务时捕捉动机的多个维度。这项研究记录了 1326 名本科生物学学生的新兴动机概况，包括功效信念、成就目标以及对解剖学和生理学课程的价值和成本的看法。从学习管理系统获得的跟踪提供了学生使用工具的数据，这些工具旨在支持元认知过程，包括规划、监控学习和自我评估。潜在档案记录了动机和元认知档案的出现，一个 3 步过程揭示了学生人口统计数据如何预测动机档案成员资格，以及动机档案如何与元认知档案相关。出现了四个动机配置文件（高成本、中等动机、高目标和价值、掌握驱动）和 3 个元认知学习配置文件（不经常元认知处理；计划和自我评估；通过自我评估进行监控）。发现人口统计信息可以预测动机概况成员资格。掌握驱动和高成本组的成员不太可能使用支持元认知处理的工具。高目标和价值观以及精通驱动组的学习者表现优于其他组的学习者，而计划、自我评估和监控表现的学习者则优于元认知活动很少的学习者。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）