During a year-long AI curriculum, most students maintained or moved upward in motivational profile, with substantial upward transitions out of the Disengaged profile¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Transition probabilities showed moderate stability with notable upward transitions: 43% of Disengaged students moved to Developing and 21% directly to Self-Determined, while the Self-Determined profile was most stable (80%). → Liang 2026

Evidence¶

Liang 2026¶

Liang, S., Yau, K. W., Meng, H., Chiu, T. K. F., King, I., Yam, Y., & Chai, C. S. (2026). From disengaged to self-determined: A latent transition analysis of students' AI learning motivation. Education and Information Technologies. https://doi.org/10.1007/s10639-026-13998-y

q2 · i? · associational · r3

Latent transition analysis of 2,086 students across one academic year estimated T1-to-T2 transition probabilities (Table 7). The quote reports the "substantial upward trend" out of the Disengaged profile; the article also reports 64% stability for Developing, 80% for Self-Determined, and only 2% downward from Self-Determined to Disengaged.

"Students in the Disengaged group showed substantial upward trend, with 43% transitioning to the Developing profile and 21% progressing directly to the Self-Determined profile, while 36% remained in the same profile."

Discussion¶

Related Claims¶

• Students who transitioned into or remained in the Self-Determined profile showed the greatest improvements in AI literacy — related
• Secondary students in AI learning fall into three distinct SDT-based motivational profiles — Disengaged, Developing, and Self-Determined — at both pre- and post-test — related
• Greater prior AI learning experience and female gender predicted upward motivational profile transitions — related
• Full structural similarity of motivational profiles across time was not supported, indicating profile indicator means changed over the curriculum year — related
• Positive adaptation showed the highest temporal stability while maladaptive adaptation was the least stable profile across the semester — related
• Latent profile analysis of pre-service teachers' CT skills identifies three profiles (Novice, Developing, Proficient), revealing heterogeneous, non-linear skill acquisition — related