Introduction. Studies reveal that motivation bears a po

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IntroductionStudies reveal that motivation bears a positive influence on the academicperformance of students. Individuals can have intrinsic motivation, extrinsicmotivation or, amotivation (Deci & Ryan, 1985;1991). Intrinsically motivatedindividuals perform an activity for attainment of self satisfaction wherasextrinsically motivated individuals perform to escape defamation or, attainment ofrewards. Amotivated individuals performs activities which are unintended anduncontrolled. This study intends to assess the correlation amid variousmotivational orientations and performance in a tertiary educational background.Evidence suggests that university education calls for adjustmentment related tosocial, interpersonal and academic demands (Dunkel-Schetter & Lobel, 1990)which in turncan affect the physical and psychological well being of the student(Aspinwall & Taylor, 1992; Fisher & Hood, 1987). In this study, a theoreticalmodel will be used to test the influence of perceived peer climate on self-motivation followed by well being of the students pursuing higher education.DiscussionThe present study reveals that intrinsically motivated studying leads to lowerscores for perceived stress though it is not indicative of better psychologicaltuning to university life or, higher orders of noticeable well being. Amotivation hasbeen found to be associated with higher stress levels, weaker psychologicaladjustment to university life, in sync with previous studies that have establishedlink between amotivation and lower perception of competence, lowerattentiveness (Vallerand et al., 1989) and low self-esteem (Peterson & Seligman,1984). The results obtained in the present study are supportive of precedinginvestigations in educational backgrounds (Vallerand & Bissonnette, 1992;Vallerand et al., 1992, 1997), that self initiated motivation yields positiveconsequences. The learners in the current study are more amotivation in contrastto earlier studies on Canadian learners (Vallerand et al., 1992). According to thecognitive evaluation theory, the intensity of autonomy influences motivation (Deci& Ryan, 1985, 1991; Ryan & Deci, 2000a & b). Students who receive the supportof their guardians and instructors to autonomously choose their career, develophigher levels of intrinsic motivation thereby lowering drop outs in high school(Vallerand et al., 1997). Socio contexual events such as usage of extrinsicincentives like marks (Grolnick & Ryan, 1987) as is relevant in British universitysystem, lowers the sense of autonomy and hence, lowers intrinsic motivation.Hence, the general university climate where the present study was conductedincreased amotivational behaviors and resulted in poor outcomes. Finally, sexand entrance qualifications are responsible for a significant level of variation inthe scholastic scores. The result that students with higher entrance qualificationsattained superior marks in the university course is supportive of earlier resultsthat scores in secondary school and on college entrance examinations are thefinest indicators of the level of scholastic achievement in university (e.g., Allen,1999). Females in the current study were more extrinsically motivated than theirmale counterparts. The limitations include usage of self reported measures,
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