Financial Motivation in University Students - Research Proposal Example

Financial Motivation and Subjective Well Being in University Students The issue of motivation has been a big factor in relation to education and the relative success that can potentially be achieved. This can especially be seen in the environment of higher education where students are given more freedom than in previous levels where they were subject to the control of their teachers through monitoring and even punishment processes. Unlike lower levels of education where individuals were constantly observed in terms of issues such as work rate and attendance and had external sources (teachers and parents) that intervened should it be noticed that they were slacking, university offers a whole different environment for a student (George, 2007). Professors do not run after the students to finish their assignments or attend classes and therefore a student has to depend on his own sense of responsibility in these activities. There are also no direct repercussions should one choose to abscond from these duties such as detention or the threat of calling one’s parents to the principal’s office like there was before, and therefore it can be said that their arises a need for a new source of motivation other than the classic “you could get in trouble” that fueled an individual’s drive to complete their homework (Sonja, 2007). One major factor that can be considered as the potential main motivation behind a student’s work rate is the goals that they wish to achieve in the future. For many youth the concept of education making an individual a better and well rounded person is not enough to keep their noses in the books when they have the chance to go out and do something that they find more entertaining and non one to stop them. Therefore, when talking with regard to the future, material possessions and status can be considered more effective drives to make an individual study harder. However, other sources of motivation that do not relate to financial success should also be taken into consideration as the wealth is not the only factor to motivate individuals. For example, an individual who has been raised in a wealthy family with the assurance of financial security whether he succeeds in his quest for higher learning or not will not be motivated by the thought of financial success as this is already available to them. Other sources of motivation will be studied in such cases such as respect from their peers as well as pride; one may be motivated to excel in their education to prove that they are not dependent upon their family’s financial cushion and are able to make it in life without such assistance (Lara & Norton, 2009). The temptations that are present in the life of a university are many and the need for a strong motivation is a necessity should one want to succeed in overcoming them and going on to excel. The thought of what may be in the future serves as the best motivation as in many cases it becomes difficult to see any immediate satisfaction in the endeavor put in to attain a good grade. The present choices paint the right decisions as sacrifices since one may need to skip attractive offers at times such as parties and other social events for the seemingly unattractive allure of a long night spent studying and in such situations when one is not able to see the immediate benefit of doing so only the losses incurred as a result the thought of a more fruitful future as a result may be the determining factor in whether one chooses to decline an attractive invitation during examination periods (George, 2007). The thought that one day all the sacrifices made will be worth it is what will keep many students reading their books and help stave of the peer pressure they are most likely to meet up with in making such a decision. Thus though the overall thought of material possessions being the reason that will keep an individual working hard may seem shallow, if it is successful in the endeavor it should be considered as a valid point (Richard, 2006). Hypothesis  Financial motivation and subjective well being in university students makes them feel better and enhances their sense of well being. Research Methodology The research method to be used for the study is conducting surveys and this will be done through administering questionnaires, which will be able to collect the adequate information needed in the shortest time possible but still be able to produce accurate results at the end of the study. The initial information will be collected via questionnaires that will be handed to the various students participating in the study. This method is chosen due to its ability to seek out personal information in a controlled manner through the form of open and closed ended questions. The questionnaire will be subsidized by recorded face to face interviews as well as written questions that may require personal responses. A scale with which to measure the information attained against must be developed as well. The scale can be set through determining what many students consider to be achievement of success and subjective wellbeing which could be measured in terms of financial wealth, influential power or simply a comfortable living with a good family. This is followed by finding out how important the students consider education to be in the achievement of this success. Determining the level of importance of education in obtaining the above mentioned achievements will allow the researcher to develop a scale with which to set the standards of how financial motivation and wellbeing is related to the attainment of a good education. These measures can be determined through the use of close ended questions in the questionnaires that are handed out. The issue of the questions being close ended is to make it easier for the researcher to categorize the replies for the study. Questionnaire 1. What most constitutes as success in life for an Individual? a. Financial wealth b. Influential Career c. A comfortable life with a good family d. Fame 2. How important is education in the achievement of this success? a. Very crucial b. Relatively important c. Minimally important d. Not important at all 3. What level of education is enough to allow one to make a good living? a. Education is not necessary b. High school c. College/University 4. Are achieving impressive grades necessary in one’s education? Explain your answer in a few short sentences. 5. What level of higher education is enough to ensure a good living? a. Certificate b. Diploma c. Degree d. Masters or PhD 6. How beneficial is a good education to one’s self esteem? a. Considerable b. Fairly beneficial c. Not beneficial at all 7. Would a good education relieve one’s worries over where they will end up in the future? Explain your answer in a few short sentences. 8. Do impressive grades secure a stable financial future for an individual? Explain your answer in a few short sentences. 9. Is a good education necessary if one is already assured of financial security in the future? Explain your answer in a few short sentences. 10. Does attending a prestigious institution of higher learning increase your chances of a successful career despite the grades that one achieves in the end? a. Yes b. No 11. If the answer is Yes, please elaborate in a few short sentences.         References Aknin, Lara B & Norton, Dunn (2009). "From Wealth to Well-Being? Money Matters, But Less than People Think". The Journal of Positive Psychology 4 (6) Gregory, D., Johnston, R. & Pratt, G. et al., eds. (2009). "Quality of Life". Dictionary of Human Geography (5th ed.). Oxford: Wiley-Blackwell Kahneman, D & Deaton, A. (2010). 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"Happiness Is a Personality Thing: The Genetics of Personality and Well-Being in a Representative Sample". Psychological Science 19 (3). Read More