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

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 presen...

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Autores principales:	Job Hudig, Ad W. A. Scheepers, Michaéla C. Schippers, Guus Smeets
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	mindset purpose in life student engagement wellbeing gender ethnicity Psychology BF1-990
Acceso en línea:	https://doaj.org/article/7a8460f5d0324cdf96d9a14bd1e5484b
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spelling	oai:doaj.org-article:7a8460f5d0324cdf96d9a14bd1e5484b2021-12-03T05:25:38ZMotives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model1664-107810.3389/fpsyg.2021.753987https://doaj.org/article/7a8460f5d0324cdf96d9a14bd1e5484b2021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.753987/fullhttps://doaj.org/toc/1664-1078Research 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.Job HudigAd W. A. ScheepersMichaéla C. SchippersGuus SmeetsFrontiers Media S.A.articlemindsetpurpose in lifestudent engagementwellbeinggenderethnicityPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mindset purpose in life student engagement wellbeing gender ethnicity Psychology BF1-990
spellingShingle	mindset purpose in life student engagement wellbeing gender ethnicity Psychology BF1-990 Job Hudig Ad W. A. Scheepers Michaéla C. Schippers Guus Smeets Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model
description	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.
format	article
author	Job Hudig Ad W. A. Scheepers Michaéla C. Schippers Guus Smeets
author_facet	Job Hudig Ad W. A. Scheepers Michaéla C. Schippers Guus Smeets
author_sort	Job Hudig
title	Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model
title_short	Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model
title_full	Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model
title_fullStr	Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model
title_full_unstemmed	Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model
title_sort	motives for studying and student wellbeing: validation of the motivational mindset model
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/7a8460f5d0324cdf96d9a14bd1e5484b
work_keys_str_mv	AT jobhudig motivesforstudyingandstudentwellbeingvalidationofthemotivationalmindsetmodel AT adwascheepers motivesforstudyingandstudentwellbeingvalidationofthemotivationalmindsetmodel AT michaelacschippers motivesforstudyingandstudentwellbeingvalidationofthemotivationalmindsetmodel AT guussmeets motivesforstudyingandstudentwellbeingvalidationofthemotivationalmindsetmodel
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Motives for Studying and Student Wellbeing: Validation of the Motivational Mindset Model

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