Exploring Relationship between Self-Motivation and Adjustment among Undergraduate Students in Selected Nursing College, Amritsar, Punjab

An exploratory study with non-experimental research design was conducted to assess self-motivation and adjustment among undergraduate students. It was assumed that self-motivation is related to adjustment i.e., home, social, emotional and educational. Conceptual framework of the present study was based on modified self-motivation theory model by Edward L. Deci and Richard M. Ryan (1985). The setting for the study was SGRD College of Nursing, Vallah, Amritsar, Punjab. Sample of 80 undergraduate nursing students were selected using simple random sampling technique (lottery method without replacement). Self- structured self-motivation assessment tool was used to measure self- motivation and to measure adjustment i.e, home, social, emotional and educational, standardized adjustment inventory by D.N. Srivastava and Govind tiwari (1972) was used. The data was analyzed using descriptive (mean and standard deviation) and inferential statistics (Karl Pearson's correlation, z-test, F-test)

The major findings of the study revealed that maximum students (68.5%) were living in rural area, 90% did schooling from private schools. Maximum 60% were from to nuclear family and 51.25% were 1^st child according to birth order. Maximum students 72.5% were having low self-motivation and 77.5% had very unsatisfactory adjustment overall. There was weak positive correlation (0.17) between self-motivation and adjustment as determined by Karl Pearson's coefficient of correlation analysis. As per levels of adjustment, there was high positive correlation (0.99) between self- motivation and average adjustment level of students and for students with very unsatisfactory adjustment highly negative correlation(−0.02) with self-motivation was found. Relationship of Demographic variables i.e., habitat, schooling, class, birth order and type of family with self-motivation and adjustment were found non- significant.

Therefore, it was revealed that self-motivation had impact on adjustment of undergraduate students. Findings reveal that there is need to strengthen self-motivation of students and for adjustment it is challenge for the curriculum developers to inculcate methods to assess and develop better adjustment of students. The implications of these findings for faculty, higher education administrators, and mental health counselors are provided, as well directions for future research