Exploring Purpose as a Resource for Promoting Youth Program Engagement

Burrow, Anthony L.; Agans, Jennifer P.; Rainone, Nicolette

doi:10.5195/jyd.2018.601

Cited by 10 publications

(6 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Future research could further test the directional hypothesis that purpose leads to study engagement. Previous work has indicated that purpose bolsters engagement in high-school settings ( Burrow et al, 2018 ; Hill et al, 2018 ). This is to the best of our knowledge the first study that explicitly observed the positive association between sense of purpose and study engagement in a university context.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2021

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 99%

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

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Other program features that may promote psychological engagement include opportunities to learn and develop new skills, feeling included by group members, and having the right amount of program structure (Ramey et al, 2015). A study by Burrow, Agans, and Rainone (2018) suggested that incorporating exercises in which youth write about their own sense of purpose in life may lead to increases in youth psychological engagement in programs. Prior studies of ways to promote psychological engagement have focused broadly on the adolescent years.…”

Section: Discussionmentioning

confidence: 99%

“…Prior studies of ways to promote psychological engagement have focused broadly on the adolescent years. However, such strategies may be more important for older adolescents, who may experience declines in engagement with age (Burrow et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Psychological Engagement and Behavioral Activity Participation As Predictors of Positive Youth Development

Ramey

Lawford

Rose‐Krasnor

2019

JYD

View full text Add to dashboard Cite

Youth’s structured (e.g., sports) and unstructured (e.g., socializing) activities are key contexts for positive development. Both behavioral participation (e.g., frequency) and elements of psychological engagement (e.g., enjoyment, challenge) in programs and activities have been linked to components of youth development. We tested a model in which both psychological engagement and behavioral participation in activities predicted overall positive youth development in older adolescent and emerging adult samples (Sample 1, n = 235, mean age = 18.7 years, SD = 1.4 years, 67.7% female; Sample 2, n = 186, mean age = 20.0 years, SD = 2.1 years, 68.8% female). In the first known study to include behavioral participation and multidimensional psychological engagement in predicting the Five Cs of positive youth development, we found that greater psychological engagement, but not behavioral participation, was related to higher positive youth development across samples and different activity types. Findings suggest that promoting youth’s psychological engagement in programs and other activities, rather than just their physical presence, may be advantageous for strengthening positive youth development.

show abstract

“…Previous work has indicated that purpose bolsters engagement in high-school settings (Burrow et al, 2018;N. E. Hill et al, 2018).…”

Section: Purpose In Relation To Study Engagement and The MMMmentioning

confidence: 99%

A multidimensional approach to motives for studying explains differences in student wellbeing: Validation of the motivational mindset model

et al. 2021

View full text Add to dashboard Cite

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. This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to further validate the newly developed model and the associated mindset classification tool. 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 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 lowimpact mindset show the least optimal pattern of study engagement and sense of purpose, (3) 2 VALIDATION OF THE MOTIVATIONAL MINDSET MODEL sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The implications of these results are discussed as well as promising avenues for future research. This study provides further support for the value of the motivational mindset model and the usefulness of the mindset classification tool.

show abstract

Exploring Purpose as a Resource for Promoting Youth Program Engagement

Cited by 10 publications

References 34 publications

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

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

Psychological Engagement and Behavioral Activity Participation As Predictors of Positive Youth Development

A multidimensional approach to motives for studying explains differences in student wellbeing: Validation of the motivational mindset model

Contact Info

Product

Resources

About