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Self-motivation and Well-being in Higher Education

Added on -2019-09-19

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Self-motivation and well-being in higher educationIntroduction Studies reveal that motivation bears a positive influence on the academic performance of students. Motivation has been shown the positive influence of a study strategy, academic performance, and well-being in students in domains of education Individuals can have intrinsic motivation, extrinsic motivation or, amotivation (Deci & Ryan, 1985;1991). Intrinsically motivated individuals perform an activity for attainment of self-satisfaction wheras extrinsically motivated individuals perform to escape defamation or, attainment of rewards. Amotivated individuals performs activities which are unintended and uncontrolled. They suggest different types of extrinsically motivation behaviours that controlled along 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 are perceived as non-autonomous, that is determined merely by external forces rather that individuals. Introjected regulation refers to activities that are partly internalized through past external contingencies but not in a truly self-determined way, while identified regulation refers to behaviour that are judged as important for the individual, and perceived as autonomous and chosen by themselves. These studies suggest that extrinsically motivated behaviors, in general, are associated with impaired learning, poorer performance, and educational outcomes (e.g., Benware & Deci, 1984; Grolnick & Ryan, 1987). However, more recent research 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 outcomes is complex and depends on the type of extrinsically motivated behaviors assessed (Vallerand & Bissonnette, 1992; Vallerand, Blais, Briere, & Pelletier, 1989; Vallerand et al., 1992; Vallerand, Fortier, & Guay, 1997). In these studies, both intrinsic motivation and more autonomous or self-determined types of extrinsic motivation (identified regulation) were associated with lower dropout rates and more persistence, 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 motivational orientations and performance in a tertiary educational background. Evidence suggests that university education calls for adjustment related to social, interpersonaland academic demands (Dunkel-Schetter & Lobel, 1990) which in turn can 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 the influence of perceived peer climate on self-motivation followed by well being of the students pursuing higher education.

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