Academic Motivation and Self-Esteem in Irish Undergraduates: a Mixed-Methods Approach

Abstract

Motivation and self-esteem are often considered important aspects of students’ educational experience. The present study explored the relationship between self-esteem and academic motivation among undergraduate students in Ireland. Through a mixed-methods design, this study provided insight into students’ perceptions of self-esteem and academic motivation. One hundred and sixty-two undergraduates were conveniently sampled and completed an online survey. Nonparametric correlations revealed no significant relationships between self-esteem, academic motivation, intrinsic motivation, and extrinsic motivation. A thematic analysis provided insight into students’ perspectives on the influence of high self-esteem on academic motivation in the face of challenges, as well as academic engagement and performance. Future research could investigate the influence of educational level on academic motivation and self-esteem to gain insights into self-esteem development. A self-esteem program for undergraduate students could be implemented to support holistic student development in higher education.