Fostering autonomous motivation in first-year college students: A self-determination theory-based online intervention

Achievement motivation plays a crucial role in shaping college students’ academic success and future prospects. This study developed and evaluated a self-determination theory (SDT)-based online intervention designed to enhance first-year college students’ optimal types of achievement motivation (i.e., autonomous motivation). The research was conducted in two phases: a pilot study (Study 1) to test the initial intervention and a full-scale randomized controlled trial (Study 2) to assess its effectiveness. In Study 1, 128 students participated in the intervention, and feedback from students and educators was used to refine the program. Study 2 implemented the improved intervention with 125 first-year college students in an experimental group, while 199 students served as a control group. We examined whether the intervention increased students’ identified regulation, integrated regulation, and intrinsic motivation. Path analysis and ANOVA revealed significant increases in all three types of autonomous motivation for students in the experimental group compared to the control group. Although academic performance (final exam scores) was also measured, no significant differences were found between the groups. Additionally, qualitative responses indicated greater self-awareness of motivation, improved future planning, and reduced anxiety among students who received the intervention. These findings suggest that SDT-based interventions can effectively foster autonomous motivation and provide a framework for designing future motivational interventions in higher education.