Academic motivation, perceived employability, academic outcomes, and well-being in Greek higher education

Abstract University students’ motivation is closely linked to academic success and well-being. In contemporary higher education, students’ perceptions of their employability may also shape how they engage with learning and experience university life. This study tested an integrated model examining the relationships among basic psychological need satisfaction, autonomous academic motivation, perceived employability, academic outcomes, and student well-being among Greek undergraduates. A cross-sectional survey was conducted with undergraduate students in Greece. Validated self-report measures were used to assess the study variables. Structural equation modeling was used to evaluate the proposed relationships and to explore additional bidirectional paths among key constructs. Basic psychological need satisfaction was positively related to autonomous academic motivation and perceived employability. Autonomous academic motivation was positively related to perceived employability, academic outcomes, and well-being. Academic outcomes were positively related to well-being. Exploratory analyses suggested additional bidirectional associations between academic motivation and both perceived employability and academic outcomes. Findings emphasise the importance of need-supportive learning environments in supporting adaptive motivation and positive student outcomes. Integrating academic and career-development supports may strengthen students’ engagement, achievement, and well-being in contexts characterized by employability uncertainty.