Motivation, Self-Awareness, Extracurricular Activities and Proactive Personality as Predictors of Academic Performance among Undergraduate Students

Abstract

The academic performance of undergraduate students is pivotal for their future success, but various psychological factors often impede their ability to reach full potential. This study investigates the predictive roles of motivation, self-awareness, extracurricular activities, and proactive personality on academic performance among undergraduate students. Using a descriptive survey design, 802 students from the College of Science and Information Technology (COSIT) were selected via simple random sampling. Data were gathered utilizing amodified questionnaire and subsequently analyzed through both descriptive and inferential statistical methods. Findings indicated high levels of intrinsic motivation (M = 32.18, SD = 3.74), extrinsic motivation (M = 28.10, SD = 5.11), self-awareness (M = 44.92, SD = 5.03), and proactive personality (M = 32.21, SD = 3.73), with low levels of extracurricular activity (M = 25.61, SD = 5.54). Significant disparities were identified between male and female students concerning intrinsic motivation, self-awareness, and participation in extracurricular activities (p < 0.05); however, no notable differences were detected in extrinsic motivation (p > 0.05). Furthermore, the analysis indicated that parental educational background and age did not yield significant differences (p > 0.05). Correlational analysis demonstrated significant associations between intrinsic and extrinsic motivation (r = 0.366, p = 0.000), extracurricular activities and self-awareness (r = 0.130, p = 0.000), as well as academic performance and extrinsic motivation (r = -0.094, p = 0.008). Lastly, regression analysis indicated that motivation, self-awareness, extracurricular involvement, and proactive personality traits are significant predictors of academic performance (R² = 0.042, F (5,796) = 7.051, p = 0.000). These findings provide critical insights for educational administrators aiming to enhance students’ development. Thus, these factors are to be recognized in the fulfilment of the entire curriculum in the educational system