Self-motivation and Well-being in Higher Education

Added on - 19 Sep 2019

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Self-motivation and well-being in higher educationIntroductionStudies reveal that motivation bears a positive influence on the academicperformance of students.Motivation has been shown the positive influence of astudy strategy, academic performance, and well-being in students in domains ofeducationIndividuals can have intrinsic motivation, extrinsic motivation or,amotivation (Deci & Ryan, 1985;1991). Intrinsically motivated individuals perform anactivity for attainment of self-satisfaction wheras extrinsically motivated individualsperform to escape defamation or, attainment of rewards. Amotivated individualsperforms activities which are unintended and uncontrolled.They suggest different types of extrinsically motivation behaviours that controlledalong a range between amotivation and intrinsic motivation, and varying in the extentto which they are self-determined; form lower to higher they are, external regulation,introjection, and identification. External regulation refers to behaviour that areperceived as non-autonomous, that is determined merely by external forces ratherthat individuals. Introjected regulation refers to activities that are partly internalizedthrough past external contingencies but not in a truly self-determined way, whileidentified regulation refers to behaviour that are judged as important for theindividual, and perceived as autonomous and chosen by themselves.These studies suggest that extrinsically motivated behaviors, in general, areassociated with impaired learning, poorer performance, and educational outcomes(e.g., Benware & Deci, 1984; Grolnick & Ryan, 1987). However, more recentresearch assessing motivational orientations in a multidimensional fashion (e.g.,Academic Motivation Scale; Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres,
1992) suggests that the link between extrinsic motivation and educational outcomesis complex and depends on the type of extrinsically motivated behaviors assessed(Vallerand & Bissonnette, 1992; Vallerand, Blais, Briere, & Pelletier, 1989; Vallerandet al., 1992; Vallerand, Fortier, & Guay, 1997). In these studies, both intrinsicmotivation and more autonomous or self-determined types of extrinsic motivation(identified regulation) were associated with lower dropout rates and morepersistence, while non-self-determined types of extrinsic motivation (external,introjected) and amotivation were negatively related or not related to such outcomes.This study intends to assess the correlation amid various motivationalorientations and performance in a tertiary educational background. Evidencesuggests that university education calls for adjustment related to social, interpersonaland academic demands (Dunkel-Schetter & Lobel, 1990) which in turncan affect thephysical and psychological well being of the student (Aspinwall & Taylor, 1992;Fisher & Hood, 1987). In this study, a theoretical model will be used to test theinfluence of perceived peer climate on self-motivation followed by well being of thestudents pursuing higher education.