Motivation and university experience in first-year university students: A self-determination theory perspective

The present research examined the influence of motivational profiles on the experience and engagement of first-year undergraduate students at a UK university. In two separate cohorts, three groups of students emerged who varied in their reasons for attending university across autonomous motivation (for knowledge, accomplishment, and stimulation), controlled motivation (to demonstrate intelligence and/or later financial reward), and amotivation (are unsure or do not know). When comparable levels of autonomous motivation and controlled motivation were accompanied by low amotivation, students reported more positive experiences and higher engagement. In contrast, when lower levels of autonomous motivation were accompanied by higher controlled motivation and amotivation, students reported a more negative experience and poorer engagement.