College students

The relationship between employment and academic motivation among college students is a critical issue that requires in-depth research. With the increasing higher education costs, more students take part-time or full-time jobs during their studies to pay for their tuition and living expenses. While employment can provide college students valuable work experience and financial support, it can also negatively impact their motivation and academic performance. The present applied-descriptive study is organized into two parts. The first part used documentary and library studies to compile the topics, and the second analyzed the research findings through the distribution of questionnaires and the use of SPSS software. In this study, 50 of the 100 participants were men, and 50 were women. Of these participants, 75 were in the age range of 18-25 and 25 in the age range of 26-30 years. The findings of inferential statistics demonstrated that employment, foresight, and extrinsic motivation have a strong positive and significant relationship with students’ academic motivation. In addition, a relatively weak relationship existed between intrinsic motivation and students’ academic motivation.

Aim: The aim of the present research is to predict college students' achievement motivation based on their level of self-awareness, with the mediating role of solution-building mindset. Method: The research method was descriptive-correlational. The statistical population of the study included all students of Mohaghegh Ardabili University in 2025, from which 231 individuals were selected as the sample size using cluster sampling. The tools used in this research included the Achievement Motivation Questionnaire (Hermans, 1970), the Self-Awareness Questionnaire (Cooper, 1997), and the Solution-Building Inventory (SBI) (Jordan et al., 2010). The data analyzed by SPSS 27 and AMOS 24 using Pearson correlation and path analysis. Findings: The results of AMOS path analysis indicated a direct and significant relationship between self-awareness and student’s achievement motivation (β=0.17, P=0.001). Furthermore, a solution-building mindset had a direct relationship with self-awareness (β=0.57, P=0.001) and achievement motivation (β=0.39, P=0.001). The results also indicated mediating role of a solution-building mindset in relationship between self-awareness and achievement motivation (β=0.17, P=0.001). Finally, findings demonstrated that a solution-building mindset plays a mediating role in the relationship between self-awareness and achievement motivation. Conclusion: Based on the results of the research, it should be stated that with and without the mediating role of solution-building mindset, college student’s motivation for achievement can be predicted by self-awareness. It seems that solution-building mindset is recognized as an influential variable on achievement motivation and self-awareness in college students. Therefore, there is a necessity to examine the relationship between other important psychological variables in different communities and solution-building mindset.