Motivational Mindsets and Reasons for Studying: Development and Validation of a Classification Tool

Abstract

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 (n = 763 and n = 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.

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

“…"(2) Self-oriented, intrinsic motives (α = 0.68 in Hudig et al, 2020): "I want to expand my knowledge of the world, " "I want to become an independent thinker, " and "I want to learn more about my interests. " (3) Extrinsic motives (α = 0.62 in Hudig et al, 2020): "I want to get a good job, " "I want to earn more money, " and "I want to have fun and make new friends. " All items were rated on a Likert scale ranging from 1 (totally disagree) to 5 (totally agree).…”

“…In a recent exploratory study, Hudig et al (2020) therefore 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 ). They investigated the naturally occurring interactions between three dimensions of motives for studying: (1) intrinsic self-transcendent motives (i.e., studying to make the world a better place), (2) intrinsic self-oriented motives (i.e., studying because it is personally interesting and enjoyable), and (3) extrinsic self-oriented motives (i.e., studying to acquire a separable outcome, such as money or making new friends).…”

“…They investigated the naturally occurring interactions between three dimensions of motives for studying: (1) intrinsic self-transcendent motives (i.e., studying to make the world a better place), (2) intrinsic self-oriented motives (i.e., studying because it is personally interesting and enjoyable), and (3) extrinsic self-oriented motives (i.e., studying to acquire a separable outcome, such as money or making new friends). Using cluster analysis, Hudig et al (2020) identified four meaningful motivational profiles in two large cohorts of first-year students and coined the term motivational mindsets , explicated in a motivational mindset model (MMM). The motivational mindsets refer to different combinations of motives for studying that predispose students to reactions on their studies and study environment ( Hudig et al, 2020 ).…”

“…Using cluster analysis, Hudig et al (2020) identified four meaningful motivational profiles in two large cohorts of first-year students and coined the term motivational mindsets , explicated in a motivational mindset model (MMM). The motivational mindsets refer to different combinations of motives for studying that predispose students to reactions on their studies and study environment ( Hudig et al, 2020 ). The four types of mindset in the MMM include the high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset.…”

“…Considering the potential value of the novel MMM for practitioners and for future research, Hudig et al (2020) also developed the mindset classification tool (MCT). Rather than needing to always conduct a complex and demanding cluster analysis, this classification instrument enables individuals (e.g., researchers, study advisors, or teachers) to consistently classify students of any group size and in any setting into one of the motivational mindsets ( Hudig et al, 2020 ). In their study, Hudig et al (2020) conducted rigorous procedures to establish the internal validity of the MMM and MCT.…”