Maladaptive motivational profiles are associated with less time on task and lower cognitive task achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Profiles with more maladaptive motivational beliefs showed less time on task (log data) and lower performance on learning-to-learn cognitive tasks. → Nyman 2025

Evidence¶

Nyman 2025¶

Nyman, L., Koivuhovi, S., Greiff, S., Hotulainen, R., Little, T. D., & Vainikainen, M.-P. (2025). A person-centered approach to action-control beliefs of students with special educational needs and their relation to student performance and time on task. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0001000

q3 · i? · associational · r2

Profile differences in outcomes were examined using student-reported GPA, learning-to-learn cognitive task scores, and log-file TOT in the national assessment sample. The Educational Impact statement reports "less time on task and poorer cognitive performance, as indicated by the log data."

"more maladaptive patterns of motivational beliefs were associated with less time on task and poorer cognitive performance, as indicated by the log data."

Discussion¶

Related Claims¶

• Prior profile research links maladaptive motivational profiles to poorer school adjustment and achievement — a broader claim this one bears on
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — a broader claim this one bears on
• At Time 3, profile membership was significantly associated with Japanese learning self-efficacy and learning burnout, with all three profiles differing pairwise — related
• Students with SEN are more likely to belong to motivational profiles with maladaptive patterns — related