Types of motivation and eudemonic well-being as predictors of academic outcomes in first-year students: A self-determination theory approach.

Abstract

Grounded in self-determination theory (SDT), the purpose of this study is to analyze how academic outcomes, such as hedonic well-being and achievement, are affected by the students' reasons for attending university. Additionally, the extent to which eudemonic well-being predicts academic outcomes beyond the types of motivation is also explored. In an initial sample of 3,392 first-year students, the motivation and well-being variables were measured at the beginning of the course (Time 1); and after the end of the academic year (Time 2) the academic achievement variables were collected from 366 participants belonging to the initial sample. Hierarchical regression analyses reveal that the types of motivation and eudemonic well-being differentially predicted hedonic well-being; the results related to academic achievement show the predictive power of intrinsic motivation and amotivation although these remain less conclusive. The implications for both research and practice are included.