https://orcid.org/0000-0003-2667-4137
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Motivation, stress, and satisfaction are all key elements in academic success. Academic motivation is linked with positive outcomes, such as low levels of stress, high satisfaction, and mental well-being. Although it is well documented that motivational orientation, stress, and satisfaction are closely related together, very little attention has been paid to how they are related. The purpose of the present study was to examine the theoretical relationships between academic motivation, stress, and satisfaction among graduate students. Structural equation modelling was used to test our conceptual model. Using data collected from 545 graduate students, findings indicate that amotivation has a direct and positive relationship with stress and negative relationship with school satisfaction, suggesting that students who are not motivated will display higher levels of stress and low levels of school satisfaction. Stress worked as a mediator between amotivation and two domains of satisfaction: school and general satisfaction. No significant relationship was found between intrinsic/extrinsic motivation and stress or satisfaction. A final structural equation model was developed, yielding acceptable goodness-of-fit statistics.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Hyeon Jean Yoo
Hyeon Jean Yoo received a PhD in Adult Education and MS in Educational Research, Measurement, and Evaluation at Auburn University. Her research interests include nontraditional students, disadvantaged adults, and graduate students.
David T. Marshall
David T. Marshall is an assistant professor of educational research in the College of Education at Auburn University. He teaches graduate coursework in research methods and programme evaluation.