Influential factors moderating academic enjoyment/motivation and psychological well-being for Maori university students at Massey University

Abstract

Perceptions of stress and discomfort in the university environment and the relation between these perceptions and academic enjoyment/motivation and psychological well-being were examined in a sample of 122 Maori psychology students at Massey University. The moderating effects of perceived control and cultural identity were also considered. Major findings were that: (a) individuals reporting high stress, more feelings of discomfort at university, and a lower sense of academic control, were significantly more likely to be experiencing a lowered sense of well-being, and reduced feelings of academic enjoyment and motivation; (b) under conditions where there is a high sense of academic control, those with a high sense of comfort with university report significantly higher well-being that those with low comfort; (c) there were no moderating effects of cultural identity. Providing a comfortable academic environment that students' perceive as culturally-congruent increases perceived psychological well-being and academic enjoyment and motivation.