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The dual role of motivation on goals and well-being in higher vocational education students: a self-determination theory perspective
Journal article   Open access   Peer reviewed

The dual role of motivation on goals and well-being in higher vocational education students: a self-determination theory perspective

Wei Zhang, Kieran Balloo, Anesa Hosein and Emma Medland
Humanities & social sciences communications, Vol.12(1), pp.1-15
05/03/2025
DOI: https://doi.org/10.1057/s41599-025-04602-8
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Published (Version of record)CC BY-NC-ND V4.0,  Open Access
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Abstract

Students' well-being has received increasing international attention. However, research on well-being among higher vocational education (HVE) students, particularly in non-WEIRD contexts, remains limited. This study addresses this gap by investigating the relationships between goals, motivation, and well-being for HVE students in China through the lens of self-determination theory. A survey was administered to 1106 HVE students at a vocational college in China to collect data on their goal content, motivation, and well-being. Quantitative analyses revealed that motivation plays a dual role, acting as both a mediator and a moderator in the relationship between goals and well-being. This dual role is crucial for understanding not only how goals influence well-being but also under what conditions different types of goals promote or hinder well-being. Specifically, intrinsic goals, when paired with autonomous motivation, were found to significantly predict increased well-being. While extrinsic goals combined with controlled motivation also reliably predicted well-being, this relationship should be interpreted cautiously within the specific cultural context of the study. Furthermore, positive relationships between extrinsic goals and well-being, as well as between amotivation and well-being, were observed, contrasting findings from 'WEIRD' contexts. This study provides novel insights into how motivation functions as both a moderator and mediator in the goal-well-being relationship within a 'non-WEIRD,' specifically Chinese, HVE context. These findings underscore the importance of supporting students in pursuing goals to enhance their well-being. Further research is needed to explore these relationships in diverse cultural settings.

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