How autonomous motivation predicts college students' academic performance: a cross-sectional study on the mediating roles of self-control and learning habits

TL;DR

This study explores how college students' self-driven motivation affects their academic performance through self-control and learning habits.

Contribution

It identifies learning habits as a partial mediator and a combined self-control-learning habits chain mediation in the relationship between autonomous motivation and academic performance.

Findings

Autonomous motivation directly predicts academic performance (effect = 0.072).

Learning habits partially mediate the relationship (effect = 0.021).

Self-control and learning habits together mediate the relationship (effect = 0.029).

Abstract

Autonomous motivation can effectively predict students' academic performance; however, the underlying mechanisms through which this occurs require further exploration. Therefore, the purpose of this study is to explore the mediating roles of self-control and learning habits in this relationship among Chinese college students. A cross-sectional survey design was employed. Data were collected via an online questionnaire platform between November and December 2024. Using a convenience sampling method, a total of 796 university students (Mage = 20.49, SD = 1.32) were recruited. Participants completed a series of questionnaires assessing autonomous motivation, self-control, and learning habits. Academic performance scores were also collected. Data analysis was conducted using SPSS 24.0 and the SPSS PROCESS plug-in developed by Hayes. The findings showed that college students' autonomous motivation directly and positively predicted academic performance (effect = 0.072), accounting for 59.02%. Notably, learning habits partially mediated the relationship between autonomous motivation and academic performance (effect = 0.021). In addition, autonomous motivation indirectly and positively affected academic performance through the chain mediating effect of self-control and learning habits (effect = 0.029). The total indirect effect was significant (effect = 0.050), accounting for 40.98% of the total effect. However, the mediating role of self-control alone was not significant. The results of this study elucidate the internal mechanisms linking autonomous motivation to academic performance and provide actionable insights for college teachers and educational departments to improve students' academic outcomes.

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