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Objectives This study attempted to analyze the change in the latent profile of self-determination motivation as it grew from middle school to high school and to examine the predictive effects of teaching methods, teacher characteristics, and academic stress. Methods For this purpose, Utilizing data from the 2013 Korean Education Longitudinal Study, a longitudinal panel of 7,324 students tracked from 3rd grade middle school in 2017 to 2nd grade high school in 2019 was analyzed. Descriptive statistics and correlation analyses were conducted, followed by latent transition analysis to identify changes in latent groups over time. To assess the impact of class-related variables, multiple logistic regression analysis was employed. Results First, the latent profiles of self-determination motivation in the third grade of middle school were classified into five latent groups: amotivation, heteronomous, low, moderate, and autonomous motivation type. Second, the highest transition pattern is the pattern maintained from the moderate type to the moderate type. Third, interaction classes, teacher relationships, and individualized classes showed positive predictive effects, and teacher achievement pressure showed negative predictive effects. Academic stress showed positive predictive effects in the case of ‘high motivation types’. Conclusions The results of the study provided practical implications for the transfer pattern of adolescents' self-determination motivation and instruction and interaction to improve it.
A Sun, study studied this question.