MOTIVATION TO DEVELOP PSYCHOLOGICAL SKILLS: THE EFFECT OF PERCEIVED UTILITY ON BEHAVIOUR INTENTION

Abstract

Psychological skills play a significant role in students’ success. Yet, little research has explored the motivational factors in developing these skills. Drawing upon Eccles’ expectancy-value theory, the present study examined the effect of the perceived utility of two psychological skills, emotion regulation and self-compassion, on engagement and growth mindset. We proposed that perceiving higher relative utility in possessing one psychological skill motivated people to develop and to adopt a stronger growth mindset for the corresponding skill. Lastly, we postulated that perceiving higher relative utility in having one psychological skill increases people’s intention to develop the corresponding skill because they endorsed a stronger growth mindset of the high utility skill. Participants were randomly assigned to two conditions to receive the manipulation of relative perceived utility of skills through a reading and writing task. The results affirmed the relationship between perceived utility and growth mindset, and partially supported the effect of perceived utility on intention. However, the mediation model was not supported. This study provides initial evidence in applying the expectancy-value theory to psychological skills development. It also contributes to understanding utility value and growth mindset relations in the motivation domain.