Exploring Intrinsic Motivation and Mental Well-Being in Private Higher Educational Systems: A Cross-Sectional Study

Abstract

In the realm of digital transformation, effective leadership and motivation are pivotal for organisations navigating the complexities of today’s systems. This study explores the intersection of intrinsic motivation and mental well-being among mature students—an analogy that sheds light on strategies applicable to organisational contexts. In developed nations like the UK, mental health for mature students is increasingly recognised as a crucial component of their educational journey. Mature students, who typically enrol in higher education after an educational gap and upon turning 21, often face specific challenges that can impact their mental well-being while pursuing academic goals. The primary objective of our study was to assess the relationship between intrinsic motivation and the mental well-being of mature students. The study included 248 full-time undergraduate mature students enrolled in private higher education institutions in the UK. These participants were 21 years and older. The research employed two measurement scales: the four-item Intrinsic Motivation Scale, adapted from Jaramillo, and the Warwick–Edinburgh Mental Well-Being Scale. Data collection utilised online Google Forms with multiple choice self-report formatted questions, and our analysis involved both descriptive and inferential statistics. Our research revealed a significant positive correlation between variables of intrinsic motivation and mental well-being. Confirmatory factor analysis (CFA) results confirmed the construct in the model. The results indicated that intrinsic motivation significantly predicts mental well-being among mature students (Cohen’s effect size value, f2 = 0.54). Recognising and addressing the unique difficulties individuals encounter and providing appropriate support can enhance their well-being and contribute to the overall success of the higher education community.