Exploring the Relationship Between Academic Motivation and Academic Success in University Students

Abstract

Understanding the factors that facilitate success in university students is of high practical importance. Academic motivation has been shown to be associated with both academic success and university attrition; however, there has been limited research pertaining to academic motivation, as conceptualised by Self-Determination Theory (Deci & Ryan, 1985). This study aimed to clarify the relationships between several subtypes of academic motivation and academic success, using a multi-dimensional measure. Additionally, student self-report measures of satisfaction and engagement were explored as alternative measures of academic motivation. Academic motivation was measured in a sample of N = 78 psychology students, in addition to established predictors of academic success (intellectual ability and personality). A confirmatory factor analysis determined that the seven-factor model of motivation was not suitable for the sample. A subsequent exploratory factor analysis indicated a new four-factor structure. Amotivation was found to be a significant predictor of academic success and was associated with the personality trait neuroticism. Furthermore, the results indicated that younger students were more likely to experience amotivation. Amotivation fully mediated the relationship between satisfaction with choice of course and academic success. Hence, satisfaction with choice of course was found to be a potentially suitable measure of academic motivation. These findings provide valuable insights for tertiary institutions, in regard to determining which students are at risk of dropping out, as well as the students who are more likely to succeed.