Psychological Well-being, Social Adjustment and Social Responsibility as Predictors of Achievement Motivation among Arab Postgraduate Students in Malaysia

Abstract

Achievement motivation is a very important element in students' academic success (Steinmayr et al., 2019). This is especially true at the postgraduate level when students are expected to work independently on research projects. The purpose of the present research was to examine how psychological well-being, social adjustment and social responsibility predicted achievement motivation among Arab postgraduate students in Malaysia. The sample consisted of (137) Arab students currently pursuing their postgraduate studies in Malaysia: (59 Syrians, 32 Yemeni, and 46 Libyans). Data were collected using the Achievement Motivation test (Smith, 2018), Ryff's psychological well-being test (1989), Social adjustment test (Bell, 1934) and the Social Responsibility Test (Othman, 1979). Multiple Regression Analysis and ANOVA were used to analyse the data. Results showed that psychological well-being, social adjustment and social responsibility were significant predictors of achievement motivation among Arab postgraduate students. Furthermore, social responsibility was the most significant predictor of achievement motivation among Arab postgraduate students. The study also showed that there were differences in psychological well-being, social adjustment, social responsibility and achievement motivation among Syrian, Yemeni and Libyan students. These findings have a special significance as they show the possible contribution of these variables to the achievement motivation of Arab students in the diaspora. This will inform future studies about this population.

Teachers’ Degree of Practicing Social Responsibility at Imam Abdulrahman Bin Faisal University, Saudi Arabia

“…The findings are in line with Honeyman (2010) that students need to be encouraged through dialogue and involve them in socially connected activities so that their behavior improved and they become flexible while interacting with each other. Furthermore, social responsibility emerged as one of the most significant predictors of achievement and motivation among Arab students (Grera et al, 2022). In contrast, the statement with the lowest mean score was implementing training courses for students with low achievement in the education process and implementing training courses for students with low achievement in the educational process.…”

The Mediating Role of Social Adjustment in the Relationship between Psychological Well-Being, and Achievement Motivation among Arab Postgraduate Students in Malaysia

“…In this respect, Grera & Abd Hamid (2021) indicated that there is a significant relationship between psychological well -being and achievement motivation among Libyan students. Moreover, Grera et al (2022) conferred that psychological well-being and social adjustment were significant predictors of achievement motivation among Arab postgraduate students.…”

“…But very few of these studies examined this relationship for Arab postgraduate students. In this part will show some of these studies, the study was conducted by Grera, et al (2022) about "psychological well-being, social adjustment and social responsibility as predictors of achievement motivation among Arab postgraduate students in Malaysia". The sample consisted of (137) Arab postgraduate students in Malaysia, the results showed that social adjustment was significant predictors of achievement motivation among Arab postgraduate students.…”

Exploring Classroom Motivation Using Alderfer’s Theory

“…In Malaysia, many studies have explored and investigated the issues and challenges of motivation on student academic performance. The latest research is found mainly in the area of student learning styles and motivation among students (Hashim et al, 2012;Zainuddin et al, 2021;Grera et al, 2022). Hence, this shows the research on the motivational factors in academics is very relevant and is still being studied to predict its impacts on the academic successes of students at all levels of education.…”