engleski

Modeling correlates of intraindividual changes in learning motivation

The purpose of this study was to examine the role of personality traits as correlates of motivational states and intraindividual changes in learning motivation. Contemporary socio-cognitive conceptualizations of selfregulated learning (e.g. Pintrich, 2003) and the psychometric latent state-trait theory (Steyer, Ferring, & Schmitt, 1992) were used as a framework for the assessment of learning motivation across two measurement occasions. Data on subject-specific levels of learning motivation were collected on a sample of 297 university students on two occasions with seven weeks time lag, with personality data collected only once from the same sample. Hypotheses about effects of personality traits on latent variables representing latent states and latent changes in learning motivation were formulated under the latent intraindividal change framework and tested by means of structural equation modeling procedures. The results confirmed the hypothesized role of personality traits in prediction of consistency of learning motivation across two measurement occasions. However, personality traits did not account for latent changes in learning motivation variables. The study demonstrated the potential usefulness of the specific research design and the psychometric framework implemented in searching of different personal and/or contextual correlates of stability and intraindividual variability in learning motivation.

learning motivation ; personality traits ; intraindividual variability

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