Psychological well-being and personal achievement motivation are important psychological constructs that influence students’ academic functioning, personal development, resilience, and goal-directed behavior. The present study examines the relationship between psychological well-being and personal achievement motivation among university students.
A quantitative, descriptive, correlational, and cross-sectional research design was adopted. Data were obtained from 320 undergraduate and postgraduate students through a structured questionnaire incorporating demographic information and standardized Likert-type measures of psychological well-being and achievement motivation. Psychological well-being was examined through dimensions including self-acceptance, positive relations, autonomy, environmental mastery, purpose in life, and personal growth, while achievement motivation was assessed through goal orientation, persistence, competence striving, and commitment to accomplishment. Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were employed to examine patterns and associations among the study variables.
The findings indicated generally favorable levels of psychological well-being and achievement motivation. Psychological well-being showed a meaningful positive association with achievement motivation, suggesting that students who experience stronger purpose, self-acceptance, personal growth, and environmental mastery are more likely to demonstrate persistent and goal-directed achievement behavior. The study highlights the importance of integrating psychological well-being initiatives with academic motivation and student-development programs in higher education.