Identity profiles, motivations for attending university and study-related burnout: differences between Finnish students in professional and non-professional fields Identity profiles, motivation and study burnout

• Published in: European journal of psychology of education Vol. 39; no. 2; pp. 651 - 669
• Main Authors: Mannerström, Rasmus, Haarala-Muhonen, Anne, Parpala, Anna, Hailikari, Telle, Salmela-Aro, Katariina
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01-06-2024
• Subjects: Education; Educational Psychology; Pedagogic Psychology; Study burnout; Identity formation; Professional and non-professional fields of study; Identity profile; Motives for attending university
• ISSN: 0256-2928; 1878-5174
• DOI: 10.1007/s10212-023-00706-4

Research suggests that the reported increase in student mental health issues such as study burnout might be related to students’ identity problems and their motivations for undertaking higher education. The present study added to this line of research by investigating the associations between identity profiles, motives for attending university and study burnout in a sample of Finnish first-year university students (
N
 = 430). Field of study (professional vs non-professional) as a factor was also evaluated because differing occupational prospects might influence one’s sense of identity. The results showed that (1) three identity profiles emerged (i.e. achievement, moderate moratorium and diffusion), (2) students in the achievement profile scored lowest on burnout, (3) the achievement profile was the most common among students studying for entry to a profession and (4) students in the achievement profile scored highest on internal motives for attending university. It is concluded that most students lack a clear sense of identity and that identity measures may be more appropriate in predicting study progression and well-being than motives for attending university or engaging in a field of study.