PhD students’ motivation profiles: A self-determination theory perspective

Abstract

Previous research has underscored the importance of understanding the mechanisms that underpin the academic motivation of PhD students in order to improve our understanding of their educational experience and their low rates of program completion. Adopting a self-determination theory perspective, this person-centered study investigated PhD students’ motivation profiles defined on their types of motivational orientations. A total of 1060 PhD students participated in this study (Mage = 31.8 years; 52.1% female). Four distinct profiles emerged from the latent profile analyses: Low self-determined, Introjected, Identified, and High self-determined. In addition to analyzing the associations between these profiles and various predictors (need satisfaction and support) and educational outcomes (persistence, satisfaction, future intentions, and performance), we systematically tested the similarity of these profiles and of these associations across distinct subgroups (defined based on students’ sex, field of study, citizenship, and program progression). Profile membership was predicted by need satisfaction and perceived support from faculty members. The most desirable outcome levels were associated with the High self-determination and Identified profiles, followed by the Introjected and Low self-determined profiles.

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