A Comparative Study Of The Meaning Of Life, Academic Motivation, Learning Styles, Study Habits, And Academic Achievement Between University And College Students In Different Educational Institutions

Abstract

In the rapidly evolving landscape of education, understanding the factors that contribute to students' academic success is more critical than ever. This study aimed to conduct a comparative analysis of the meaning of life, academic motivation, learning styles, study habits, and academic achievement between university and college students across different educational institutions. Using a sample of 800 participants, equally divided between university and college students, data were collected through validated questionnaires, including the Purpose in Life Test, Academic Motivation Scale, VARK Learning Styles Questionnaire, and Study Habits Inventory. Academic achievement was assessed using students' GPA records and their most recent semester results. Descriptive statistics, independent samples t-tests, and correlation analyses were employed to analyze the data. The results indicated that university students exhibited significantly higher levels of meaning of life, academic motivation, and study habits compared to college students. Positive correlations were identified between meaning of life and academic motivation, as well as between study habits and academic achievement, suggesting that these variables are interlinked in influencing student performance. Furthermore, regression analysis demonstrated that academic motivation, learning styles, and study habits significantly predicted the meaning of life in students, accounting for 62% of the variance. The study's findings underscore the importance of fostering educational practices that enhance intrinsic motivation, promote a sense of purpose, and support effective study strategies in students. These insights are crucial for educators, policymakers, and institutions aiming to create learning environments that facilitate both academic success and personal development. Limitations of the study include its reliance on self-reported data and the relatively homogenous sample, suggesting that future research should focus on more diverse populations and longitudinal approaches to understand the long-term effects of these educational factors on student outcomes.