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<p>Academic passion plays a crucial role in educational outcomes. Vallerand et al.’s (J Pers Soc Psychol 85:756, 2003)&#xa0;dualistic model distinguishes two types of passion: harmonious passion and obsessive passion. Despite its significance, research exploring the dynamic interplay between these two types of passion in academic contexts is limited. Using a person-centered approach, latent transition analysis (LTA), this study examined the dualistic nature of academic passion, its longitudinal development, and the relationships between harmonious academic passion (HAP) and obsessive academic passion (OAP). In a sample of 350 participants across three waves of data collection, we found a significant positive correlation between HAP and OAP, as well as their correlation with motivation. We identified three latent profiles of HAP and OAP separately across three waves of longitudinal study. Nonetheless, three latent profiles of two passions showed different characteristics. Specifically, over time, HAP and OAP exhibited different transition patterns across three waves. From Time 1 to Time 3, the proportion of individuals with high levels of HAP increased, suggesting a shift towards more adaptive forms of academic passion. In contrast, the distribution of OAP remained relatively stable across the three time points, indicating less variability in its development. These findings confirm the dualistic nature of academic passion, as conceptualized by the LTA. Moreover, they highlight the potential for HAP and OAP to evolve independently, with HAP possibly fostering more sustainable academic engagement. Future research should further explore these developmental pathways and their implications for long-term academic success.</p>

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The dualistic nature of academic passion revisited: a latent transition analysis

  • 期刊论文

  • 发表日期：

    2025年11月5日

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  • Shaojie Wang,
  • Jinyan Xie

摘要

Academic passion plays a crucial role in educational outcomes. Vallerand et al.’s (J Pers Soc Psychol 85:756, 2003) dualistic model distinguishes two types of passion: harmonious passion and obsessive passion. Despite its significance, research exploring the dynamic interplay between these two types of passion in academic contexts is limited. Using a person-centered approach, latent transition analysis (LTA), this study examined the dualistic nature of academic passion, its longitudinal development, and the relationships between harmonious academic passion (HAP) and obsessive academic passion (OAP). In a sample of 350 participants across three waves of data collection, we found a significant positive correlation between HAP and OAP, as well as their correlation with motivation. We identified three latent profiles of HAP and OAP separately across three waves of longitudinal study. Nonetheless, three latent profiles of two passions showed different characteristics. Specifically, over time, HAP and OAP exhibited different transition patterns across three waves. From Time 1 to Time 3, the proportion of individuals with high levels of HAP increased, suggesting a shift towards more adaptive forms of academic passion. In contrast, the distribution of OAP remained relatively stable across the three time points, indicating less variability in its development. These findings confirm the dualistic nature of academic passion, as conceptualized by the LTA. Moreover, they highlight the potential for HAP and OAP to evolve independently, with HAP possibly fostering more sustainable academic engagement. Future research should further explore these developmental pathways and their implications for long-term academic success.