Table 4.

Profile and Outcome Variables for Motivational Profiles in College Sample (Study 2)

	Moderate-High All	Intrinsic and Confident	Average All	Moderate Intrinsic & Confident	F (p-value)	Effect Size
Mastery-Approach	0.14b	1.04a	−1.86c	−0.05b	153.48 (p < .001)	0.59
Performance-Approach	0.95a	−0.39b	−0.73c	−0.63c	143.52 (p < .001)	0.57
Performance-Avoidance	0.91a	−0.40b	−0.66b	−0.64b	118.40 (p < .001)	0.53
Perceived Competence	0.04b	0.92a	−1.16c	−0.10b	48.68 (p < .001)	0.31
Task Value	0.25b	0.98a	−1.79d	−0.13c	145.27 (p < .001)	0.58
Behavioral Engagement	3.92ab (0.04)	4.12a (0.07)	3.16c (0.16)	3.84b (0.07)		0.67
Cognitive Engagement	3.60ab (0.04)	3.77a (0.06)	3.04c (0.07)	3.52b (0.03)		0.68
Career Intentions	5.32b (0.29)	7.09a (0.26)	2.45c (0.20)	4.84b (0.23)		0.81
Semester 4 STEM GPA	3.34 (0.05)	3.33 (0.06)	3.07 (0.16)	3.20 (0.05)		0.13
Semester 4 STEM Courses	2.60a (0.10)	2.54a (0.12)	1.20b (0.09)	2.42a (0.10)		1.02

Note: Motivational variables presented as standardized Z scores. Values in parentheses represent standard error values. Values with different subscripts in same row represent significantly different values based on Tukey HSD tests for motivational variables and equality tests of means for outcome variables. Effect size represents η² for motivational variables and the mean difference between groups divided by the standard deviation of the outcome for outcome variables. A MANOVA was conducted to examine differences in the motivational variables included in the profiles (n = 325). Bakk and Vermunt’s (2014) modified BCH method was employed to examine the relation between the profiles and outcomes. For all outcome analyses, we controlled for student gender, family income, and the first-year version of each outcome. We also controlled for first year STEM GPA for analyses predicting career intentions, STEM GPA, and STEM courses. Analyses predicting behavioral engagement, cognitive engagement, and STEM GPA only included students enrolled in a science course when they took the survey.