Meaning of Life, Academic Motivation, and Academic Achievement among BS Students: A Correlational Study

Abstract

The present study aims to examine the relationship between meaning of life, academic motivation, and academic achievement among undergraduate students enrolled in BS programs. It was hypothesized that meaning of life would positively influence academic motivation and academic achievement, and that academic motivation would serve as a mediator between meaning of life and academic achievement. A sample of 250 BS students (aged 18–25 years) was selected through purposive convenient sampling from various universities in Karachi. The Meaning in Life Questionnaire (MLQ; Steger et al., 2006), Academic Motivation Scale (AMS; Vallerand et al., 1992), and self-reported GPA were employed to measure the key variables. Data were analyzed using Pearson product-moment correlation, linear regression, and mediation analysis.

Preliminary findings revealed that students with a higher sense of life meaning demonstrated stronger academic motivation and better academic achievement. Moreover, academic motivation significantly mediated the relationship between meaning of life and academic achievement, suggesting that purposeful living enhances students’ intrinsic motivation, which in turn promotes academic success. Gender-based analysis indicated minor differences, with female students reporting slightly higher academic motivation. These findings highlight the importance of existential purpose in fostering motivation and performance, offering implications for educational counseling and student well-being initiatives in higher education settings.