This report examines the impact of different motivational factors on academic performance and psychological well-being in university students. The study reveals that intrinsic motivation is associated with lower stress levels, while amotivation correlates with higher stress and poorer psychological adjustment. The research highlights the influence of the learning environment and external incentives on motivation, suggesting that environments which promote autonomy can foster intrinsic motivation. Furthermore, the study indicates that entrance qualifications and gender differences play a role in academic outcomes, with higher entrance qualifications and female students showing specific motivational patterns. The report acknowledges limitations such as the use of self-reported measures and sample composition, emphasizing the need for caution in generalizing the findings. The research contributes to the understanding of how motivation affects student success, offering valuable insights for educators and students alike.
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