Academic Adjustment and Academic Performance of Thai Undergraduates: The Moderated-mediating Roles of Motivation and Psychological Well-being
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Abstract
Background/problem: The higher education environment presents significant challenges for first year Thai undergraduates, with inadequate adjustment leading to academic difficulties and higher dropout rates. Current research focuses on negative psychological issues and outcomes, neglecting the crucial role of psychological well-being in enhancing adjustment and academic performance.
Objective/purpose: This study examined the role of psychological well-being as a moderator and motivation as a mediator in the relationship between academic adjustment and performance.
Design and Methodology: A quantitative online questionnaire was used to collect data from 572 first-year undergraduate students from a university in Thailand. Data analysis was conducted using Hayes’s PROCESS macro for moderated-mediation analysis.
Results: The results indicate that positive extrinsic motivation significantly and partially mediates the relationship between academic adjustment and academic performance (β = .01, 95% CI = [.002, .03]). Conversely, negative amotivation also significantly and partially mediates this relationship (β = .01, 95% CI = [.002, .02]). Furthermore, moderated mediation analysis shows that psychological well-being significantly moderates the relationship between academic adjustment and academic performance when mediated by extrinsic motivation (β = .03, 95% CI = [.002, .06]).
Conclusion and Implications: This study recommends that educators integrate extrinsic motivation and psychological well-being into their pedagogies to promote academic adjustment and enhance academic performance.
Originality/Value for the Sustainable Development Goals (SDGs): This study offers valuable insights for improving educational practices and policies in line with SDG 4 (quality education) emphasizing quality and inclusivity. It highlights the significance of external rewards and psychological well-being in enhancing academic outcomes for first-year students. By promoting a supportive environment that integrates mental health services and reward systems, the research advocates for boosting extrinsic motivation and well-being, which are crucial for fostering lifelong learning and personal growth. The strategic use of external rewards also helps sustain engagement and improve academic performance by addressing students' need for connection and support.
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