THE INFLUENCE OF PERSONAL MOTIVATION ON THE CONSOLIDATION OF THE STUDENT LIFE PROJECT

Abstract

Personal motivation does seem to be one of the basic axes on which a life project grown by a student depends. Personal motivation serves a defining character in assessment and adult decision-making and in sustaining the effort until aspirations are met, either in academic or career-related achievements. However, there are students whose former work in terms of career direction and motivation suffer due to a number of factors such as low self-efficacy, limitation in their development, or sheer ignorance of vocational guidance. This article looks holistically at the central theme of internal motivation/external motivation with a view of determining methodology to go up on an educational level. It then adopts the stipulated and painstakingly theories in psychology and education, with a pointed focus on self-efficacy, resilience, and career guidance in elaborating the same interface between motivation and academic success. The findings indicate that the students who possess a higher personal motivation display greater commitment, cope with hindrances more capably, and plan for their futures better. However, in this respect, on the side of schools, hardly any structured strategies are found, and rarely are students able to avail the provision of career guidance programs. Some tips on how to resolve the impending issue have been suggested; for instance, establishing a career orientation program, developing self-efficacy, self-confidence, and motivation in the classroom, and involving families in building a life project for students. These measures should orient young people towards an increasing degree of independence and a sense of purpose, providing meaningful learning opportunities and comprehensive education that extends beyond the confines of the classroom. Among these conclusions is that such personal motivation really does form that basic tenet of education; its effective nurturing would logically entail cooperative work between institutions, teachers, and families. This should indeed provide a longitudinally focused study that highlights the rationale for ascertaining the impact of those approaches used in juristic influential processes that allow thus to move on with the life project of students.