Depression and self-esteem as key factors related to academic motivation in university students.

BACKGROUND

This study investigates intrinsic and extrinsic motivation among university students, focusing on how these types of motivation are shaped by a complex interaction of health, lifestyle, emotional, and psychological factors.

METHODS

Data were collected through an online questionnaire from 406 first- and second-year students across various universities in Lithuania, assessing their physical health indicators, lifestyle habits, personality traits, and emotional intelligence. The study was conducted from October 13, 2022 to April 17, 2023.

RESULTS

Depression was the strongest predictor of motivation outcomes. Higher depression levels were associated with increased amotivation (β = 0.241, 95% CI: 0.148-0.334, p < .001) and decreased intrinsic motivation (β = -0.203, 95% CI: -0.286 to - 0.121, p < .001). Moderate-to-vigorous physical activity (MVPA) was positively related to amotivation (β = 0.179, 95% CI: 0.072-0.285, p = .001), while higher math achievement predicted less amotivation (β = -0.121, 95% CI: -0.225 to - 0.018, p = .021). Intrinsic motivation was also influenced by higher self-esteem (β = 0.199, 95% CI: 0.071-0.277, p < .001). All other demographic, emotional, lifestyle, personality, sleep, and dietary factors were not significant.

CONCLUSIONS

Depression was the strongest factor associated to academic motivation, leading to increased amotivation and decreased intrinsic motivation, while self-esteem, physical activity, and mathematics performance showed smaller but significant effects. Most demographic, lifestyle, emotional, personality, sleep, and dietary factors were unrelated to motivation. These results emphasize the importance of psychological well-being and academic support in boosting student motivation in higher education.