Hudig Job, Scheepers Ad W A, Schippers Michaéla C, Smeets Guus
Erasmus School of Social and Behavioural Sciences, Erasmus University, Rotterdam, Netherlands.
Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands.
Front Psychol. 2020 Dec 17;11:535801. doi: 10.3389/fpsyg.2020.535801. eCollection 2020.
First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying (self-transcendent, self-oriented, and extrinsic) which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts ( = 763 and = 815), we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research.
大学一年级学生有多种学习动机，且这些动机可能相互作用。然而，过去的研究主要集中在以变量为中心的维度方法上，忽略了研究学生可能拥有的多种动机的联合效应的可能性。研究动机之间的相互作用对于（a）更好地解释学生在学习成绩和幸福感方面的差异，以及（b）理解干预措施在幸福感和学习成绩方面可能产生的不同影响至关重要。因此，我们采用了以学生为中心的多维方法，通过结合学习动机的三个维度（自我超越、自我导向和外部）来探索大学一年级学生的动机概况，这些维度已被证明与学业表现有不同的关联。在两个独立的、连续的大学生队列（n = 763和n = 815）中使用聚类分析，我们确定了四个有意义的概况，并将其命名为动机心态。我们不仅在每个学生样本中验证了这四种心态概况，而且在学生样本之间也发现了几乎相同的概况。这些动机心态概况被标记为：高影响心态、低影响心态、社会影响心态和自我影响心态。除了验证该范式外，我们还开发了一种心态分类工具，以便在实践和未来研究中进一步使用这些心态。
