The purpose of this project is to explore the potential relationship between post-college aspirations and college student outcomes. The study investigates the relationship between students’ post-college aspirations (intrinsic vs. extrinsic) and the outcomes of academic performance and subjective well-being.

Guided by Self Determination Theory (SDT), individuals’ motivation can be assessed relative to intrinsic and extrinsic sources. A sub-theory of SDT, Goal Contents Theory (GCT) argues that long-term aspirations categorized as intrinsic directly support wellness and performance whereas extrinsic aspirations, when prioritized, contribute to ill-being. Intrinsic motives are theorized to be associated with autonomous vs. controlled, indicating that intrinsic aspirations and autonomous motivation is likely to yield greater psychological health and performance. Prior research in this area is often focused on working adults and career aspirations. By targeting college student aspirations, this project could provide practical implications for post-secondary institutional settings.

Over 100 students at a small mid-Atlantic U.S. liberal arts institution completed self-report surveys on several measures commonly utilized in SDT studies. Students indicated their level of agreement on Likert-scale items measuring future goals (Aspirations Index), autonomous motivation (Academic Motivation Scale), and psychological well-being (RAND Mental Health Scale; Satisfaction With Life Scale [SWLS]). Additionally, students reported demographic information, college major/minor, and cumulative college GPA as a measure of academic performance. Data collection is being completed currently. Data analysis will be completed via an ordinary-least squares (OLS) multiple regression analysis.

Based on the SDT framework, the researchers’ expected results are student autonomous motivation will be positively related to well-being and academic performance. Furthermore, intrinsic aspiration dimensions are predicted to be positively related to dimensions of well-being whereas extrinsic aspiration dimensions will be negatively related to dimensions of well-being. Results of the hypothesized relationships, future research considerations, and practical implications of the research on student motivation and higher education will be provided.