Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model.

Job Hudig,Ad W A Scheepers,Michaéla C Schippers,Guus Smeets

doi:10.3389/fpsyg.2021.753987

Abstract

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students’ background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research.

Highlights

IntroductionMotives for studying, or the reasons why students go to university, are related to a wide array of important educational outcomes, such as wellbeing (Yeager et al, 2014), retention (Wang et al, 2009), adjustment to the university environment (Dennis et al, 2005; Kennett et al, 2013), and grades (Côté and Levine, 1997; Dennis et al, 2005; Kennett et al, 2013; Yeager et al, 2014)
The results demonstrated that overall differences in purpose and study engagement between gender and ethnic subgroups emanated from one specific type of motivational mindset
As gender and ethnicity have shown to be relevant in research on purpose, study engagement, and study success, we checked for gender and Expansion of the Motivational Mindset Characteristics

Summary

Introduction

Motives for studying, or the reasons why students go to university, are related to a wide array of important educational outcomes, such as wellbeing (Yeager et al, 2014), retention (Wang et al, 2009), adjustment to the university environment (Dennis et al, 2005; Kennett et al, 2013), and grades (Côté and Levine, 1997; Dennis et al, 2005; Kennett et al, 2013; Yeager et al, 2014). While research on motives for studying assumes that students hold multiple motives for studying simultaneously to varying degrees (Côté and Levine, 1997; HendersonKing and Smith, 2006), existing studies have analyzed students’ reasons for going to university mainly from a variable-centered or dimensional perspective. In a recent exploratory study, Hudig et al (2020) followed a student-centered, multidimensional approach by combining several motivational dimensions which have been shown to be importantly related to academic functioning and wellbeing (Yeager et al, 2014). Students with a socialimpact mindset focus largely on personal growth and making a positive impact through their university study These students wish to play a meaningful and instrumental role in society. Self-impact mindset students are mostly money- and career-oriented

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