Academic commitment, over-commitment and under-commitment : Toward a better understanding of college students’ well-being
This study focuses on the possible imbalances related to students’ academic commitment. It was conducted with 296 college students and was guided by two objectives. First, it aimed to create measurement scales for academic over-commitment and under-commitment. These scales were validated by means of factor analyses. The second goal was to verify the hypothesis suggesting that these two imbalanced modes of commitment are negatively related to students’ well-being, contrary to academic commitment to which students’ well-being is positively related. Regression analyses, combined with a profile approach, confirmed this hypothesis. Results are discussed specifically regarding their possible clinical and pedagogical potential.