The Relationship Between Social Support and Achievement Motivation in UKSW Psychology Students

Abstrakt

Achievement motivation and social support are critical factors in academic success, yet their relationship remains underexplored in specific university contexts. This study examines the correlation between social support (measured via MSPSS) and achievement motivation (assessed using McClelland’s scale) among UKSW psychology students. Methods: A quantitative correlational design was employed with 234 participants selected via voluntary sampling. Data were analyzed using Pearson’s correlation, normality, and linearity tests in SPSS. Results indicated a positive but non-significant relationship (r = 0.034, p = 0.604), suggesting that the effect is weak while higher social support aligns with increased motivation. Linearity testing (p = 0.548) confirmed a linear but insignificant trend. The study highlights the need for further research on moderating variables (e.g., cultural, personality factors) and the role of specific support types (emotional, instrumental) in shaping motivation. These insights can inform interventions to enhance student well-being and academic performance.