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<p>Despite increasing interest in academic motivation among university students, limited research has explored how distinct motivational profiles relate simultaneously to mental health, wellbeing, and perceived social support. This study aims to examine these interconnections to better understand how varying motivational profiles impact students’ psychological and social functioning. Grounded in self-determination theory, we identified five different academic motivation profiles based on differences in the level of autonomous motivation (intrinsic motivation and identified regulation), controlled motivation (external and introjected regulation), and amotivation. The sample consisted of 931 college students (<i>M</i><sub>age</sub> = 22.4; <i>SD</i> = 4.75; 70.6% female). Associated outcomes and antecedents of the motivational profiles were examined through multi-group analyses. Student profiles with low motivation quality had the poorest mental health outcomes. Higher perceived social support predicted higher quality study motivation. Older students (in age), females, freshmen, or students with parents without a college degree all showed more high-quality study motivation.</p>

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Academic motivation in university students: how motivational profiles relate to mental health, wellbeing, and social support

  • 期刊论文

  • 发表日期：

    2026年8月5日

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  • Karen De Raeymaecker,
  • Zahra Azadfar,
  • Leontien Jansen,
  • Jolan Kegelaers,
  • Peter Theuns,
  • Marlies Van de Casteele,
  • Daphne van den Bogaard,
  • Martijn Van Heel

摘要

Despite increasing interest in academic motivation among university students, limited research has explored how distinct motivational profiles relate simultaneously to mental health, wellbeing, and perceived social support. This study aims to examine these interconnections to better understand how varying motivational profiles impact students’ psychological and social functioning. Grounded in self-determination theory, we identified five different academic motivation profiles based on differences in the level of autonomous motivation (intrinsic motivation and identified regulation), controlled motivation (external and introjected regulation), and amotivation. The sample consisted of 931 college students (Mage = 22.4; SD = 4.75; 70.6% female). Associated outcomes and antecedents of the motivational profiles were examined through multi-group analyses. Student profiles with low motivation quality had the poorest mental health outcomes. Higher perceived social support predicted higher quality study motivation. Older students (in age), females, freshmen, or students with parents without a college degree all showed more high-quality study motivation.