Table of Honour of the Faculty of Higher and Postdoctoral Studies, 2010-2011 This study has two objectives: (1) identify the presence of voice exploration profiles among participants and (2) examine whether the most active profile towards the exploration process differs from other profiles on the basis of sociomotivational variables, i.e. the types of motivation towards school, the goals of students in learning situations, and their perception of the motivational climate created by teachers. The sample consists of 521 Quebec pupils (255 boys, 266 girls) of upper secondary school. An analysis of hierarchical groupings (latent class analyses) was first carried out in order to identify voice exploration profiles according to the three dimensions (reading, searching for information, reflections/discussion) and then series of multivariate variance analyses (MANOVA) were carried out to observe the existing differences between student profiles. The results indicate the presence of three student profiles in terms of their voice exploration behaviour. One of these profiles appears to be more actively engaged in an exploration process. The pupils in this profile differ from those of the other profiles in terms of the perception of the motivational climate of the performance-based class, the three personal fulfilment goals and certain types of motivation. The results are discussed in the light of the guiding approach and work on voice development, as well as the voice exploration model proposed in this study, which is based on a socio-cognitive conception of motivation (theories of self-determination and goals).