Rodríguez, SusanaEstévez, IrisPiñeiro, IsabelValle, AntonioVieites, TaniaRegueiro, Bibiana2022-01-202022-01-202021Rodríguez, S.; Estévez, I.; Piñeiro, I.; Valle, A.; Vieites, T.; Regueiro, B. Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles. Sustainability 2021, 13, 8707. https://doi.org/10.3390/su13168707http://hdl.handle.net/2183/29451Datos libremente accesibles en Zenodo: https://doi.org/10.5281/zenodo.5156068This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation[Abstract] This study aims to use a person-centred approach to identify possible student motivational profiles in mathematics. These profiles are made up of various combinations of two motivational variables: perceived competence and intrinsic motivation. Once the profiles are identified, we examine the differences between them in negative emotions and mathematics performance. Our sample comprised 863 students (50.2% boys, 49.8% girls) aged between 9 and 13 years old. The results indicated three motivational profiles. One group of students with moderately high perceived competence and intrinsic motivation who demonstrated the best performance and the lowest levels of negative feelings about themselves. A second group was defined by moderately low levels of perceived competence and intrinsic motivation. The third group was characterized by very low perceived competence and low intrinsic motivation and demonstrated the worst performance in mathematics and the highest levels of anxiety and negative emotions towards mathematics.engAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/Perceived competenceIntrinsic motivationMathematicsLatent profilesPrimary educationjournal articleopen access10.3390/su13168707