UNPACKING THE INTERPLAY BETWEEN MOTIVATION, WELL-BEING, AND SELF-EFFICACY

Daniel Andrews; Renee Rogers

Authors

Daniel Andrews Monash University https://orcid.org/0000-0002-1886-7257
Renee Rogers Monash University https://orcid.org/0000-0002-7192-9656

Abstract

KEYWORDS: Intrinsic motivation, motivation, well-being, self-efficacy

BACKGROUND

It is well established that motivation is a key driver of learning, especially to achieve deep engagement and achieve highly on academic outcomes (Vansteenkiste, 2004). When the psychological needs of autonomy, competence and relatedness are met, both motivation and well-being are enhanced for the learner (according to self-determination theory) (Ryan & Deci, 2000). A link between motivation and self-efficacy has also been established (Wigfield & Eccles, 1999). In an earlier study (unpublished data), we identified that a cohort of biomedical science students displayed an intrinsic motivation deficit.

AIMS

The study aimed to explore the relationships between intrinsic motivation, well-being and self-efficacy, with a view to designing an intervention to assist students in cultivating intrinsic motivation.

DESIGN AND METHODS

The participants, who were a collection of second- and third-year biomedical science students, completed questionnaires to assess their motivation, self-efficacy (in response to assessment challenges) and general well-being (n=118). Statistical methods, including Pearson Coefficient analysis and logistic regression analysis, were applied to investigate possible associations between these factors.

RESULTS

As in a previous study, a deficit in intrinsic motivation in the biomedical student cohort was again present (34% of students possessing intrinsic motivation, compared to 70% with extrinsic motivation).

Statistically significant associations were found for each pair of intrinsic motivation, high well-being and high self-efficacy, through Pearson Coefficient analysis. Furthermore, the results suggest that well-being serves as a foundation to the development of both intrinsic motivation and self-efficacy.

CONCLUSIONS

This study demonstrates the interrelated nature of intrinsic motivation, well-being and self-efficacy within the biomedical science student cohort. This research suggests that an intervention that aims to increase students’ intrinsic motivation should contain elements that assist in supporting well-being an self-efficacy.

REFERENCES

Ryan R.M., Deci E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Phycologist. 55(1). https://doi:10.1037//0003-066x.55.1.68

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology. 87(2). https://doi.org/10.1037/0022-3514.87.2.246

Wigfield A, Eccles J.S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Education Psychology, 25(1). https://doi:10.1006/ceps.1999.1015

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Melbourne, 30 September - 2 October 2025, page X, ISSN Number 2653-0481.

Author Biographies

Daniel Andrews, Monash University

Dr Daniel Andrews is an education focused lecturer at Monash University in the School of Biomedical Science. His education research focuses on the role of motivation in learning & optimising the learning process to encourage students to take a deep approach to their learning, where they become life-long learners.
Renee Rogers, Monash University

Renee Rogers is an education focused lecturer in the School of Biomedicine at Monash University.