Identity motives and passion: The mediating role of identifying with an activity

• Krzysztof Kwapis ^[1] ; Anna M. Batory-Ginda ^[2]
  1. [1] Jesuit University Ignatianum

     Jesuit University Ignatianum

     Kraków, Polonia

     
  2. [2] University of Rzeszów
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 27, Nº. 1, 2025 (Ejemplar dedicado a: Socio-cultural inclusion/integration of migrant and refugee children at school), págs. 413-433
• Idioma: inglés
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• Resumen

  • Research objectives and problems: Favorite activities often become central to self-definition, as passions and identity intertwine. This study examined whether the satisfaction of six identity motives—distinctiveness, continuity, self-esteem, belonging, efficacy, and meaning—predicts the strength and type of passion, and whether identifying with an activity mediates these relationships.

    Research methods: A total of 209 adults completed validated tools to assess identity motives, identification with a favorite activity, and passion. Mediation analysis was conducted using the PROCESS macro for SPSS.

    Process of argumentation: Based on the dualistic model of passion and the motivated identity construction theory, the study tested direct and indirect paths: from motives through identification to passion.

    Research findings and their impact on the development of educational sciences: Efficacy, continuity, and meaning were found to predict identity formation, which in turn predicted both harmonious and obsessive passion. Additionally, meaning and distinctiveness showed direct associations with the intensity of passion. These findings underscore the identity-based foundations of passionate engagement, which is relevant for fostering motivation in education.

    Conclusions and/or recommendations: The results highlight the motivational and identity-based foundation of passionate engagement. Supporting identity-related motives and identification with learning activities may promote sustained and adaptive engagement. Further longitudinal research is recommended.