The association between self-motivation and academic achievement at the undergraduate level in the United Kingdom for Chinese students

mingjun wang(University of Manchseter, Jinan, Shandong)

Abstract

This research examines the relationship between self-motivation and academic achievement among Chinese undergraduate students studying in the UK. Also, it  addresses the unique transition challenges from structured educational systems in China to autonomous British universities. A mixed-methods approach was employed, using an online survey completed and semi-structured interviews. Findings indicate a significant positive link between self-motivation levels and GPA. Students frequently utilised self-regulatory strategies, including goal-setting, effective time management, and self-rewarding, to enhance academic autonomy. The study highlights the dynamic interplay between internal motivation and external sociocultural pressures. It also reflects the complexity of motivation in intercultural settings. The research contributes insights into Self-Determination Theory, Growth Mindset, and Self-Efficacy. Practical recommendations include structured mentoring and intercultural competence training to support student transitions.

Keywords

Self-motivation; Self-Determination Theory; Self-efficacy; Chinese International students

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DOI: http://dx.doi.org/10.12345/jetm.v9i2.27217