Psychoeducation on Psychological Well-Being in Enhancing Academic Motivation among University Students

Psychological well-being and academic motivation are two psychological constructs that are interrelated and play an important role in the academic success of students. This research aims to test the effectiveness of psychological well-being-based psychoeducation interventions in increasing the academic motivation of students. The research uses a quasi-experimental design with a one-group pretest–posttest approach. The research participants consisted of 24 students who attended one psychoeducation session lasting 1 hour and 50 minutes. The instruments used are a psychological well-being scale based on the Ryff model and an academic motivation scale based on Self-Determination Theory. Data analysis is carried out descriptively and inferentially. The research results show that there is no significant difference between pre-test and post-test scores both in psychological well-being and academic motivation. These findings show that short psychoeducation interventions with lecture methods have not been effective enough to produce significant changes in complex psychological constructs. The results of this study reinforce the findings of previous studies that changes in psychological well-being and academic motivation require sustainable, participatory, and experience-based interventions.