While decades of research have shown that students’ motivational beliefs tend to decline beginning in upper elementary school, new evidence suggests that students’ motivation during this stage is more stable than previously assumed.
Published in Volume 44, Issue 2 of the Journal of East China Normal University (Educational Sciences) on February 1, 2026, the study followed 555 students in Grades 3–5 across three measurement waves over one year. Drawing on situated expectancy-value theory and using latent transition analysis, researchers identified four motivational profiles: well-adapted , average motivation , poorly adapted , and high-cost . The findings show a generally well-distributed and largely stable motivational structure.
At the same time, a portion of students transitioned between profiles, demonstrating that motivation remains developmentally flexible. Moreover, girls were more likely to experience positive motivational shifts, suggesting that gender socialization processes emerge and continue to shape academic motivation in primary school.
Family context proved to be another decisive factor. Parental autonomy support significantly promoted positive motivational transitions, whereas parental psychological control predicted maladaptive changes. In contrast, family socioeconomic status did not significantly influence students’ motivational shifts.
“ Understanding both the stability and flexibility of students’ motivation is essential for effective educational intervention ,” said lead researcher Professor Yi Jiang. The findings highlight the importance of early, targeted intervention and supportive parenting practices in fostering healthy motivational development.
10.16382/j.cnki.1000-5560.2026.02.007
Survey
People
Group Differences and Developmental Changes in Primary School Students' Learning Motivation: A Latent Transition Analysis
1-Feb-2026
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