The Association of Motivational Profiles with Affect, Engagement, and Achievement in a Problem-Based Bachelor’s Program

This study investigated first-year students’ motivational profiles for going to college (N = 736) on their subsequent experiences in problem-based learning (PBL). Motivation (Academic Motivation Scale) was measured within the first two months of the academic year. Five motivational profiles were identified: low-quantity (n = 68), poor quality (n = 130), moderate (n = 298), good quality (n = 76), and high quantity (n = 164) profiles. Throughout the year, teachers evaluated students’ engagement during PBL group meetings (i.e., six ratings of active participation and preparation in meetings). Other outcome measures included Affect (PANAS, filled out at the end of the first year) and a weighted average grade (based on credits) on assignments and exams during the first year. Our results showed that students’ motivational profiles were associated with their experience of positive affect, teacher-reported engagement in class, and academic achievement. The good-quality-profile students obtained the highest scores on engagement in class. The results further indicated that students with a low-quantity motivational profile experienced less positive affect, were less engaged, and obtained lower grades than the other students. These results suggest the need to consider prior individual differences when examining the effect of PBL on students’ well-being and performance.