Academic Self-Efficacy, Learning Motivation, and Subjective Well-Being among Chinese University Students: A Cross-Sectional Study
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Abstract
Background and Aim: Academic self-efficacy and learning motivation are potentially important correlates of university students’ subjective well-being. This study examined the associations of academic competence self-efficacy, academic behavior self-efficacy, intrinsic motivation, and extrinsic motivation with subjective well-being among Chinese undergraduates.
Materials and Methods: A cross-sectional questionnaire survey was conducted among 247 undergraduate students at a public four-year university in Quanzhou, Fujian Province, China. Measures assessed the two dimensions of academic self-efficacy, intrinsic and extrinsic motivation, and subjective well-being. Data were analyzed using Pearson correlations and hierarchical multiple regression.
Results: All four academic and motivational dimensions were positively correlated with subjective well-being. In the final regression model, academic competence self-efficacy, academic behavior self-efficacy, and intrinsic motivation remained significantly and positively associated with subjective well-being. Extrinsic motivation showed no significant independent association. The final model explained 44% of the variance in subjective well-being.
Conclusion: Academic self-efficacy and intrinsic motivation were independently associated with subjective well-being in this sample. The findings identify academic confidence and internally driven engagement as potential considerations for university well-being initiatives. However, the cross-sectional design precludes causal inference, and the single-university sample limits generalizability. Longitudinal and multi-institutional studies are needed to clarify the direction and broader applicability of these associations.
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