The Roles of Identity-Based Motivation and Perceived Instrumentality for Probationary Students’ Positive Self-Beliefs, Self-Regulation, and Performance

It is potentially beneficial for all college students to have perspectives on identity and future connections to develop and maintain academic motivation. However, researchers have yet to examine probationary students’ identity-based motivation (IBM) and perceived instrumentality (PI), and how those motivational constructs relate to their academic performance. This longitudinal survey study (N = 225) investigated the distinct structure of IBM and PI, as well as their different relationships with positive self-beliefs and self-regulation toward academic performance. The results demonstrate that (a) probationary students’ IBM (i.e., important mindset and impossible mindset) and PI are related yet distinct constructs; (b) IBM and PI are associated with positive self-beliefs and self-regulation differently at the present (self-concept and self-efficacy for self-regulated learning) and for the future (persistent academic possible selves); (c) the data support an integrative model including IBM and PI (antecedents), positive self-beliefs and self-regulation (mediums), and expected grades and retention (outcomes). Based on this empirical study, it is vital to understand probationary students’ IBM and PI along with positive self-beliefs and self-regulation to promote their academic achievement and retention.