The impact of self-determination on students’ psychological well-being and academic achievement

Abstract

The current study aimed to examine the impact of self-determination on psychological well-being and academic achievement among university students. Self-determination is the ability of a person to make choices and manage their own life, and psychological well-being refers to an individual's emotional state and overall functioning. The study employed a quantitative approach using a survey method. A simple random sampling technique was used to collect data, and 600 university students participated in the study. Self-determination was measured through Basic Psychological Needs Scale (BPNS) developed by Deci and Ryan in 2000, psychological well-being was measured through Psychological Well-Being Scale developed by Ryff in 1989. Academic Achievement was measured through CGPA. Linear regression and t-test were applied for data analysis through SPSS 24. Linear regression was applied to examine the impact of self-determination on students’ psychological well-being and academic achievement. The study found that self-determination has a significant impact on students’ psychological well-being and academic achievement. Furthermore, the findings found that psychological well-being has no significant impact on students’ academic achievement. Independent sample t-test was applied to examine the difference in students’ self-determination and psychological well-being across gender. The study found that male students had higher self-determination than female students, however; there was no significant difference between psychological well- being of male and female students. The present study recommends that universities should introduce targeted initiatives to strengthen female students’ self-determination, such as mentorship, confidence-building seminars, and supportive learning environments.