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Regina Rochford 

BSc [Hons] Applied Psychology

I am an IADT Applied Psychology graduate interested in educational psychology and working with children and young people. This sparked my interest in my thesis topic on the relationship between self-esteem and academic motivation among undergraduates in a mixed-method study. During fourth year, I started volunteering as a Play Volunteer with Children in Hospital Ireland on the children’s ward of the National Rehabilitation Hospital. I am passionate about child and youth mental health and hope to professionally pursue my goal of positively influencing the lives of children and young people.

Project Description

Self-esteem and motivation are crucial platforms for learning experiences and educational outcomes by giving students opportunities to perform and grow. This study investigates the relationship between self-esteem and academic motivation among undergraduates, while also accounting for gender. By employing a mixed-method design, this study provides nuanced insight into student perceptions of self-esteem and academic motivation. This study contributes to the research gap in examining the relationship between self-esteem and academic motivation, as previous research has primarily focused on the variables separately. The addition of qualitative analyses enhances the empirical understanding by identifying underlying information to develop strategies and programs for undergraduate students. This study contributes to the realm of educational psychology, offering recommendations that address the nuanced needs of undergraduate students.


Project Objectives

The present study had three objectives:
1) To investigate the relationship between self-esteem and academic motivation among undergraduates
2) To investigate if this relationship was significant after accounting for gender
3) To explore how undergraduate students perceive the influence of self-esteem on academic motivation

The study recruited a total of 162 undergraduate students using social media and recruitment posters. The sample was predominantly female students. In terms of the distribution across year of study, 38 students were in first year, 35 students were in second year, 37 students were in third year, and 52 students were in fourth year. A mixed-method design was employed, and participants completed an online survey consisting of a demographic questionnaire and two scales: Rosenberg’s Self-Esteem Scale and the Academic Motivation Scale – College Version. Two-word scenarios were also completed. The word scenario responses were qualitatively analysed, allowing for a contextual understanding of self-esteem and academic motivation. Four themes were generated from each scenario.


Project Outcomes

1) Results from the correlational analysis determined no relationship between self-esteem and academic motivation among undergraduates.
2) Results indicated no significant relationship between self-esteem and intrinsic motivation.
3) There was no significant relationship between self-esteem and extrinsic motivation.
4) There was no significant relationship between self-esteem and academic motivation when accounting for gender.

Themes from exploring the influence of high self-esteem on academic motivation amidst challenges: Self-Belief and Resilience, Motivation and Proactivity, Academic Engagement and Performance, and Adaptability and Support

Themes from exploring the influence of high self-esteem on academic engagement and performance: Self-Belief and Resilience, Motivation and Persistence, Academic Engagement and Performance, and Social Support and Wellbeing


Thesis Title

The relationship between self-esteem and academic motivation and gender differences among undergraduates

Applied Psychology
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