This study investigated profiles of autonomous and controlled motivation and their
effects in a sample of 188 adult learners from two Portuguese urban areas. Using
a person-centered approach, results of cluster analysis and multivariate analysis of
covariance revealed four motivational groups with different effects in self-efficacy,
engagement, and learning. The study showed that groups of learners who have high
autonomous motivation in the beginning of a course score higher in self-efficacy and
later on in behavioral engagement and use of deep-learning strategies, whereas those
who have controlled motivation alone or low levels of both types of motivation have
worse results. Additionally, the study showed motivational differences according to
adult learners? gender, educational level, and occupational status. The influence of the
Portuguese adult education system on the results and the implications of the study
for the practice of adult education are also discussed.8C1E-AFB9-6BE1 | Maria Teresa Martins Gon?alvesN/