Self–Motivation in Education: The Role of Socioeconomic Status and Substance Abuse

Abstract

This study investigated the association between demographic characteristics, substance abuse, and self-motivation among higher education students. The study's goal was to determine the impact of socioeconomic status and substance abuse on self-motivation and academic success. The study was carried out using a descriptive survey approach with a sample size of 200 students recruited from government-owned tertiary institutions in Imo State, Nigeria. Questionnaire was employed to get data from respondents. The quantitative data from the questionnaire were analyzed with descriptive and inferential statistics using the statistical package for social sciences (SPSS). The results showed that socioeconomic status was positively connected with self-motivation, whereas substance abuse was negatively correlated with self-motivation. Students from low socioeconomic origins were more likely to struggle with self-motivation, whereas drug users had lower levels of motivation. The data indicate that demographics and substance abuse can influence students' self-motivation and academic achievement. Institutions of higher education should prioritize efforts to address these problems in order to improve student outcomes.