There is high agreement that motivation is an important factor for successful learning processes and outcomes. But how do students differ in terms of motivation and how do these differences affect the effectiveness of a motivation intervention? As an intervention interacts with students' characteristics, students' heterogeneity must be considered and homogeneous intervention effects must be critically examined. This study aimed to identify motivation profiles of a specifically vulnerable student group, namely students in the lowest ability tier in the learning of mathematics. Within the framework of self-determination theory, we investigated how these profiles changed during Grade 7 and Grade 8. Furthermore, the study examined whether a particular intervention setting aimed at promoting positive emotions and motivation in learning had an impact on the patterns of change in the specific motivation profiles compared to students in the control condition. A latent profile analysis based on self-reported intrinsic, identified, introjected, and external regulation of 348 students revealed three motivation profiles, consisting of (a) low-mixed, (b) high-mixed, and (c) self-determined. Results of the latent transition analysis indicated that the majority of students tended to remain in the same profile and also revealed different effects of the intervention on different motivation profiles. The intervention seemed to be better tailored to students in the low-mixed motivation profile than to students in other profiles. This result highlights the nature of differential effects between students.

人们普遍认为，动机是成功学习过程和结果的重要因素。但是学生的动机有何不同，这些差异如何影响动机干预的有效性？由于干预措施与学生的特征相互作用，因此必须考虑学生的异质性，并且必须严格审查同质干预效果。这项研究的目的是确定一个特别弱势的学生群体的动机概况，即数学学习能力最低的学生。在自我决定理论的框架内，我们调查了这些特征在七年级和八年级期间如何变化。此外，该研究还检验了旨在促进积极情绪和学习动机的特定干预设置是否对学习中的变化模式产生影响。与控制条件下的学生相比的具体动机概况。基于 348 名学生自我报告的内在、识别、内射和外部调节的潜在概况分析揭示了三种动机概况，包括 (a) 低混合、(b) 高混合和 (c) 自我决定。潜在转变分析的结果表明，大多数学生倾向于保持相同的形象，并且还揭示了干预对不同动机形象的不同影响。与其他类型的学生相比，干预措施似乎更适合低混合动机类型的学生。这一结果凸显了学生之间差异效应的本质。