Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. A total of 582 Chinese EFL learners participated in the study. Profiles were created based on students’ scores on autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: ‘low quantity motivation’ (low autonomous and controlled motivation), ‘poor quality motivation’ (low autonomous but high controlled motivation), ‘moderate motivation’ (moderate autonomous and controlled motivation), and ‘high quantity motivation’ (high autonomous and controlled motivation) EFL learners. Specifically, the ‘moderate motivation’ group had different levels of autonomous and controlled motivation, with boys exhibiting a higher controlled motivation and girls scoring higher in autonomous motivation. There was also a higher prevalence of ‘poor quality’ motivation among boys. Predictors of profile membership varied across genders. Competence was a stronger predictor of profile membership for boys but autonomy and relatedness were stronger predictors for girls. Theoretical and practical implications are discussed.
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