Grounding on the situated expectancy-value theory, this study investigated stability and change in adolescent students' (N = 508) motivational profiles in mathematics (self-concept, values, costs) during the last year of comprehensive education, and how these changes relate to relevant educational outcomes (mathematics performance and aspirations) and students’ emotional distress (study-related exhaustion and depressive symptoms). Latent profile and latent transition analyses revealed four motivational profiles among students: Positively ambitious (high competence and value beliefs, low costs, T1: 34 %/T2: 32 %), Struggling ambitious (high competence and value beliefs, high costs, T1: 25 %/T2: 25 %), Indifferent (low competence and value beliefs, low costs, T1: 22 %/T2: 21 %), and Maladaptive (low competence and value beliefs, high costs, 19 %/22 %). Although some fluctuations were detected in profile memberships within the school year, most of the students (80 %) displayed stable mathematics motivation across ninth grade. Students who remained Positively ambitious also performed well, aspired for an education that required high mathematical skills, and experienced the least emotional distress, whereas students in the most negative motivational profile (Maladaptive) showed the opposite patterns. However, students who experienced high math-related costs, despite having positive value beliefs, performance, and aspirations (i.e., Struggling ambitious), also experienced one of the highest levels of study-related exhaustion and depressive symptoms. Elevated levels of exhaustion and depressive symptoms were systematically associated with negative motivational transitions in general (i.e., moving from Positively ambitious to Struggling ambitious, or from Indifferent to Maladaptive), highlighting the importance of reducing perceived study-related costs in schools and supporting students' well-being.

本研究以情景期望值理论为基础，调查了 综合教育最后一年青少年学生（ N =508）数学动机（自我概念、价值观、成本）的稳定性和变化，以及这些变化之间的关系。相关的教育成果（数学成绩和愿望）和学生的情绪困扰（与学习相关的疲惫和抑郁症状）。潜在概况和潜在转变分析揭示了学生的四种动机概况：积极雄心勃勃（高能力和价值信念，低成本，T1：34％/T2：32％），奋斗雄心（高能力和价值信念，高成本，T1： 25 %/T2：25 %）、冷漠（能力和价值信念低、成本低，T1：22 %/T2：21 %）和适应不良（能力和价值信念低、成本高，19 %/22 %）。尽管在学年内发现个人资料会员资格存在一些波动，但大多数学生 (80%) 在整个九年级都表现出稳定的数学动机。保持积极雄心的学生也表现良好，渴望接受需要高数学技能的教育，并且经历的情绪困扰最少，而处于最消极动机状态（适应不良）的学生则表现出相反的模式。然而，经历了与数学相关的高成本的学生，尽管具有积极的价值信念、表现和抱负（即，奋斗雄心），也经历了与学习相关的疲惫和抑郁症状的最高水平之一。疲惫和抑郁症状的升高总体上与消极动机转变相关（即从积极雄心勃勃到挣扎雄心，或从冷漠到适应不良），强调了减少学校中与学习相关的成本和支持学生学习的重要性。福利。