Abstract

The Motivation and Engagement Scale–University/College (MES-UC) was used to identify student typologies on the basis of adaptive and maladaptive academic cognitions and behaviours. The sample comprised first-year (n = 390), second-year (n = 300), and third-year (n = 251) undergraduate students with 4 student typologies identified: high engagement/skills, low engagement/skills, and 2 moderately engaged groups distinguished by either high or low levels of maladaptive cognitions (e.g., anxiety). Additional analyses which displayed theoretically appropriate differences between these groups suggest that the MES-UC is suitable for identifying student typologies.

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