Psychological Provocation and Academic Achievement Motivation: A Correlational Study

Abstract

This study attempted to explore the relationship between psychological provocation and academic achievement motivation among university students. The study aimed to determine the level of psychological provocation and and academic achievement motivation among university students according to the variables of gender (male, female) and academic level (first, second, third, fourth). A descriptive correlational approach was used. The participants included 804 students of both genders, from four academic levels. The researchers prepared questionnaires. After conducting a psychometric analysis, the scale was applied to the study sample. The study results showed a high level of psychological provocation and a low level of achievement motivation. The results indicated that no statistically significant differences were found in the levels of provocation and and academic achievement motivation according to the gender variable. In contrast, differences were found according to the study stage variable. The study concluded that there is an inverse relationship between the two main variables:  the 83.2% lower the level of and academic achievement motivation accounted by the higher the level of psychological provocation.  The results of the study on the subject of the conference support the introduction of an education that emphasizes active citizenship, diversity and inclusive learning among differences.