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How to motivate Dutch higher education students for personal development in order to reach their maximum potential? : An online experiment on best possible selves, the interpersonal and intrapersonal approach, and the moderating effect of competitiveness.

Bergsma, Shannen (2020) How to motivate Dutch higher education students for personal development in order to reach their maximum potential? : An online experiment on best possible selves, the interpersonal and intrapersonal approach, and the moderating effect of competitiveness.

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Abstract:The present study investigated how students can be activated and motivated to reach their maximum potential by testing the influence of best possible self (BPS) exercises, and by exploring which approach (interpersonal or intrapersonal) works best for the BPS exercises with competitiveness as moderator variable. Several types of motivation were assessed that represent the motivation for personal development: intrinsic motivation, extrinsic motivation, and study motivation. Three conditions were developed: 1)  control condition (interpersonal approach without BPS exercise), 2) interpersonal BPS condition (interpersonal approach with BPS exercise), and 3) intrapersonal BPS condition (intrapersonal approach with BPS exercise). The conditions were classified into two groups: 1) control versus interpersonal BPS, and 2) interpersonal BPS versus intrapersonal BPS. The first group investigated the effect of a BPS exercise on motivation. The second group examined the effect of the different approaches within a BPS exercise with the moderating effect of competitiveness. Based on data from a sample of highly educated students in the Netherlands (N = 182) who were randomly assigned to one of the three conditions, the analyses revealed that BPS exercises do not influence motivation for personal development and study motivation. Moreover, the intrapersonal approach does not increase motivation for personal development, study motivation, and intrinsic motivation. At the same time, the interpersonal approach does not increase extrinsic motivation. Furthermore, for students with a low competitive attitude, the intrapersonal approach did not increase motivation for personal development, and intrinsic motivation. Additionally, for students with a highly competitive attitude, the interpersonal approach did not increase extrinsic motivation. Contrary to expectations, if an effect has been found in this study, this effect is mainly caused by the interpersonal rather than the intrapersonal approach. The findings imply that an inclusive approach to students requires further research to create relevant interventions for the practical setting.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general, 77 psychology, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/81689
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