A latent profile analysis of undergraduates’ achievement motivations and metacognitive behaviors, and their relations to achievement in science.

Achievement motivation theories propose that student motivation is composed of multiple factors. Models of self-regulated learning adopt this assumption and further articulate that multiple metacognitive processes—planning, monitoring learning, and self-evaluation—are essential to guide progress toward a learning goal. Learners’ motivations are theorized to influence these metacognitive processes, which in turn influence learning outcomes....