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Passion and motivation for studying: Predicting academic engagement and burnout in university students

Stoeber, J; Childs, JH; Hayward, JA; Feast, AR; (2011) Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology , 31 (4) pp. 513-528. 10.1080/01443410.2011.570251. Green open access

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Abstract

Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well-being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students' academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology. © 2011 Taylor & Francis.

Type: Article
Title: Passion and motivation for studying: Predicting academic engagement and burnout in university students
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/01443410.2011.570251
Publisher version: http://doi.org/10.1080/01443410.2011.570251
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: passion, academic engagement, student burnout, motivation, self‐concordance theory
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Division of Psychiatry
URI: https://discovery.ucl.ac.uk/id/eprint/1491250
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