Abstract
Motivation has been a concept of interest for behavioral and cognitive scientists for its significant contribution to human behaviors and conducts. The purpose of this study was to examine the relationship between intrinsic motivation to academic accomplishment (IMTA) and psychosocial wellbeing among university students in Jordan. Methods: cross sectional correctional design utilized to collect data from 218 university students in regards to motivation to academic accomplishment, social support, life satisfaction, optimism, and depressive symptoms. The results showed that university students in Jordan had low moderate level of IMAT, and that IMAT had positive association with perceived social support from family (r = 0.17, p < 0.05), life satisfaction (r = 0.14, p < 0.05), and optimism (r = 0.19, p < 0.001). None of the psychosocial factors were found to be significant predictor of IMATA, while age group and working status were significant ones (p < 0.05). Moreover, there was significant difference in IMTA in regards to age groups showing that 1st and 2nd year’s students had higher IMTA than their counterparts in higher academic levels. Implication for mental health counselors at the students’ health services and centers were discussed.
Highlights
Motivation became a concept of interest for behavioral and cognitive scientists for its significant contribution to human behaviors and conducts [1]
The sample consisted of 218 university students after screening and cleaning
A significant finding in this study showed that students had low to moderate level of motivation to academic accomplishment
Summary
Motivation became a concept of interest for behavioral and cognitive scientists for its significant contribution to human behaviors and conducts [1]. The concept was targeted by researches interested in investigating factors contributing to university students’ achievement. Previous studies showed that motivation for academic accomplishment was associated with a number of cultural, environmental and educational factors [4]-[6]. The role of psychosocial health status was found to be an influence component on university students functioning, the impact of psychological factors on academic accomplishment is not adequately addressed in the literature. According to Kitzrow [7], college students have greater psychosocial needs than expected, and those needs are psychological and mental rather than developmental ones. College students are found to be at risk for a number of mental and psychosocial problems such as stress, depression, substance use, hostility, and anger that have a direct impact on their academic performance and social functioning [8]-[10]
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