Academic Motivation and Career Decidedness of STEM and HASS Students during Higher Education

Abstract

The present paper justifies the design of the research, which centers on examining the intricate relationship between students' academic motivation and career decidedness within the context of Portuguese higher education. The study is underpinned by an extensive review of literature from the last seven years, delving into students' career motivation, and unveils a promising path for investigation. Grounded in the conceptual framework of Self-Determination Theory, as proposed by Deci and Ryan in 1985, intrinsic motivation, often synonymous with autonomy, is considered the keystone of individual self-regulation and behavioral performance, and exhibits positive correlations with academic motivation and career decidedness. Therefore, a thorough analysis of the interplay between the various types of academic motivation and career decidedness among higher education students becomes imperative. This exploration encompasses multiple factors, including gender, age, field of study (STEM, humanitarian, arts, and social sciences), and educational level. To conduct this investigation, a quantitative methodology is employed, utilizing questionnaires to assess participants' academic motivation types and levels of career decidedness. The research results bear significant potential for practical implications aimed at enhancing academic practices within higher education institutions, ultimately contributing to a positive impact on students' career decidedness and related outcomes.