Passion Amid the Pandemic: Applying a Person-Centered Approach to Examine Cross-Domain Multi-Passion Profiles during a Crisis

被引:2
|
作者
Astakhova, Marina N. [1 ]
Ho, Violet T. [1 ]
McKay, Alexander S. [2 ]
机构
[1] Univ Richmond, 28 Westhampton Way, Richmond, VA 23173 USA
[2] Virginia Commonwealth Univ, Richmond, VA 23284 USA
关键词
cross-domain passion; harmonious passion; obsessive passion; segmentation-integration preferences; work and non-work constraints; life satisfaction; latent profile analysis; WORK; GROWTH; PERFORMANCE; FAMILY; SELF; SATISFACTION; CONSEQUENCES; AMBIVALENCE; ENGAGEMENT; MOTIVATION;
D O I
10.1111/joms.12929
中图分类号
F [经济];
学科分类号
02 ;
摘要
We examine whether having cross-domain passion (i.e., harmonious and obsessive passion for work and for non-work activities) during the COVID-19 pandemic can help individuals fare better amid the crisis. Drawing from work-family boundary framework, we develop a provisional theory of cross-domain multi-passion, and in two studies, we use latent profile analysis to uncover five passion profiles - Dispassionate at Work and Play; Dispassionate at Work, Ambidextrous at Play; Harmonious at Work, Ambidextrous at Play; Harmonious at Work and Play; and Moderately Harmonious at Work and Play. In Study 1, we inductively explore these profiles and their relationships with life satisfaction. In Study 2, we replicate the number and content of these profiles, and test whether segmentation-integration preferences and work and non-work constraints predict the probability of individuals belonging to a certain profile. Overall, these profiles reveal how individuals can co-host multiple forms of passion simultaneously, and how doing so relate to their life satisfaction during the pandemic.
引用
收藏
页码:1457 / 1497
页数:41
相关论文
共 1 条
  • [1] Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes
    Fong, Carlton J.
    Kremer, Kristen P.
    Cox, Christie Hill-Troglin
    Lawson, Christie A.
    [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2021, 65