This study examined patterns of study approach motive (i.e., utility value) and study avoidance motive (i.e., distress about learning) based on Conley's (2012) framework. We conducted a secondary analysis of a social survey. Participants were 1,723 junior high school students who completed an achievement test and questionnaires about utility value, distress about learning, interest, learning behavior, and health status indicators. Cluster analysis suggested three patterns: (a) in the high motivation cluster, students reported high utility value and low distress about learning; (b) in the low motivation cluster, students reported low utility value and high distress about learning; and (c) in the motivational conflict cluster, students reported high levels of both. One-way ANOVA revealed that the high motivation cluster reported the highest scores for interest, learning behavior, health indicators, and the achievement test. Learning behavior, health indicators, and test scores did not differ significantly between the other two groups. The implications of motivational intervention for students' learning are discussed.
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