The Relationship Between Learning Motivation, Classroom Psychological Flow, and Academic Achievement Among University Students
DOI:
https://doi.org/10.65327/es.v12i3.2546Keywords:
Learning Motivation, Psychological Flow, Academic Achievement, University Students, Educational PsychologyAbstract
Psychological factors that have been found to be related to academic achievement in higher education include learning motivation and psychological flow. The study employed a quantitative approach with a cross-sectional correlational research design to examine the relationships among learning motivation, psychological flow and academic achievement of university students. Descriptive statistics, reliability assessment, Pearson correlation, multiple linear regression and group comparisons were used to analyze the Love of Learning Survey dataset consisting of 112 university students. The dataset was used to assess learning motivation, a 10-item composite index was used to assess psychological flow and grade point average (GPA) was used to assess academic achievement. The results showed that the mean score on learning motivation was 7.93, psychological flow was 3.35 and the mean score on GPA was 3.43. The Cronbach's α for the psychological flow scale was 0.787, which is acceptable. The positive correlation between psychological flow and learning motivation was 0.589; the positive correlation between psychological flow and GPA was 0.273; the positive correlation between learning motivation and GPA was 0.345, which were significant. Multiple regression analysis accounted for 12.7% variance in GPA and had a significant independent association with learning motivation, but psychological flow did not. Motivation and academic achievement were also found to be different in the context of academic discipline. The results underlined the need to encourage students' motivation to learn and also the limitation of the study due to cross-sectional and measurement issues.
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