Abstract
Student life has been characterized both as challenging and as facilitative of future success. During the college years, emerging adults develop vocational competencies at the same time as they develop their sense of themselves and of their involvement in the world. In the current study, we examined the interplay among academic motivation, features of emerging adulthood, and psychological adaptation in relation to life satisfaction, psychological well-being, and perceived stress among Danish university students (N = 377). Results indicated direct and positive associations of autonomous motivation with life satisfaction, as well as a direct negative link between controlled motivation and psychological well-being. Furthermore, autonomous motivation was indirectly and positively associated with life satisfaction and psychological well-being, and negatively related to perceived stress, through experiences of life possibilities and experimentation. Controlled motivation was indirectly and positively associated with perceived stress through identity exploration. Our results underscore the importance of considering not only vocational competencies, but also personal interests and motivation, when designing educational curricula.
| Original language | English (US) |
|---|---|
| Journal | Nordic Psychology |
| DOIs | |
| State | Accepted/In press - Jan 1 2019 |
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Keywords
- academic motivation
- autonomous motivation
- controlled motivation
- Denmark
- emerging adulthood
ASJC Scopus subject areas
- Psychology(all)
Cite this
Academic motivation, life exploration, and psychological well-being among emerging adults in Denmark. / Ozer, Simon; Schwartz, Seth J.
In: Nordic Psychology, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Academic motivation, life exploration, and psychological well-being among emerging adults in Denmark
AU - Ozer, Simon
AU - Schwartz, Seth J.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Student life has been characterized both as challenging and as facilitative of future success. During the college years, emerging adults develop vocational competencies at the same time as they develop their sense of themselves and of their involvement in the world. In the current study, we examined the interplay among academic motivation, features of emerging adulthood, and psychological adaptation in relation to life satisfaction, psychological well-being, and perceived stress among Danish university students (N = 377). Results indicated direct and positive associations of autonomous motivation with life satisfaction, as well as a direct negative link between controlled motivation and psychological well-being. Furthermore, autonomous motivation was indirectly and positively associated with life satisfaction and psychological well-being, and negatively related to perceived stress, through experiences of life possibilities and experimentation. Controlled motivation was indirectly and positively associated with perceived stress through identity exploration. Our results underscore the importance of considering not only vocational competencies, but also personal interests and motivation, when designing educational curricula.
AB - Student life has been characterized both as challenging and as facilitative of future success. During the college years, emerging adults develop vocational competencies at the same time as they develop their sense of themselves and of their involvement in the world. In the current study, we examined the interplay among academic motivation, features of emerging adulthood, and psychological adaptation in relation to life satisfaction, psychological well-being, and perceived stress among Danish university students (N = 377). Results indicated direct and positive associations of autonomous motivation with life satisfaction, as well as a direct negative link between controlled motivation and psychological well-being. Furthermore, autonomous motivation was indirectly and positively associated with life satisfaction and psychological well-being, and negatively related to perceived stress, through experiences of life possibilities and experimentation. Controlled motivation was indirectly and positively associated with perceived stress through identity exploration. Our results underscore the importance of considering not only vocational competencies, but also personal interests and motivation, when designing educational curricula.
KW - academic motivation
KW - autonomous motivation
KW - controlled motivation
KW - Denmark
KW - emerging adulthood
UR - http://www.scopus.com/inward/record.url?scp=85074602964&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85074602964&partnerID=8YFLogxK
U2 - 10.1080/19012276.2019.1675088
DO - 10.1080/19012276.2019.1675088
M3 - Article
AN - SCOPUS:85074602964
JO - Nordic Psychology
JF - Nordic Psychology
SN - 1901-2276
ER -