Lay theories of passion in the academic domain

Our aim was to study students' beliefs about passion and its influence on academic performance and experiences, and determine whether these beliefs depend on harmonious or obsessive passion. In Study 1, participants estimated passion scores for the most successful, average and least successful...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2017-10, Vol.37 (9), p.1029-1043
Main Authors: Schellenberg, Benjamin J. I., Bailis, Daniel S.
Format: Article
Language:English
Subjects:
Academic Achievement
academic performance
Beliefs
Dualistic model of passion
Educational psychology
Emotions
implicit theories
lay beliefs
lay theories
Motivation
Psychological Patterns
Questionnaires
Statistical Analysis
Student Attitudes
Student Experience
Student Surveys
Students
Undergraduate Students
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Summary:Our aim was to study students' beliefs about passion and its influence on academic performance and experiences, and determine whether these beliefs depend on harmonious or obsessive passion. In Study 1, participants estimated passion scores for the most successful, average and least successful students in university. In Study 2, participants viewed completed questionnaires that depicted students as having varying levels of passion, and then predicted the students' performance and experiences in university. Across both studies, students expected that having passion for academics, regardless of predominant passion type, was related to substantially higher levels of performance compared to those who were not passionate. Participants also believed that students with strong levels of harmonious passion experienced more positive academic experiences than those without any harmonious passion. Although students likely overestimate the role that passion plays in determining academic performance, they distinguish between passion types when estimating one's academic experiences.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2017.1322178