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Creators/Authors contains: "Harrell-Williams, L."

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  1. Using archived student data for middle and high school students’ mathematics-focused intelligent tutoring system (ITS) learning collected across a school year, this study explores situational, achievement-goal latent profile membership and the stability of these profiles with respect to student demographics and dispositional achievement goal scores. Over 65% of students changed situational profile membership at some time during the school year. Start-of-year dispositional motivation scores were not related to whether students remained in the same profile across all unit-level measurements. Grade level was predictive of profile stability. Findings from the present study should shed light on how in-the-moment student motivation fluctuates while students are engaged in ITS math learning. Present findings have potential to inform motivation interventions designed for ITS math learning.
    Free, publicly-accessible full text available July 1, 2023
  2. Building on recent work related to measuring situational, in-the-moment motivation and the stability of motivation profiles, this study explores the nature of situational motivation profiles constructed with measurements of achievement goals during middle and high school students’ algebra-focused intelligent tutoring system (ITS) learning during an academic semester. The results of multi-level profile analyses nesting multiple timepoints within students indicates the presence of four distinct profiles, with similar characteristics to those found in previous studies on dispositional achievement goals in mathematics for similar-aged students. Present findings have potential implications for designing effective motivation interventions during ITS learning.