Financial Motivation and Subjective Wellbeing in University Students - Essay Example

Financial Motivation and ive Wellbeing in 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). The freedom offered in Universities means that a person has the choice to either work hard for a good grade or simply do not and get a bad one. The lack of these controlling factors (teachers and punishments) means that new motivations have to be found that will encourage the student to work hard throughout their time in campus (Sonja, 2007). This is especially essential as the freedom that is offered during this period of time is a new experience to many students and one can easily get carried away with their surroundings finding that for the first time in their lives there is no one around to tell them what to do. 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. Though every student may not be attracted to the concept of being a well rounded person, one would be surprised to find a young person who does not have hopes of being rich and powerful in the future (Lara & Norton, 2009). Thus, it can be said that material possessions such as money, cars, mansions and other luxury items can be the main motivation behind a students work rate. The thought that they will be able to achieve these things in the future from the hard work they put in at present can be a strong drive in their mentality towards studying, an activity that would otherwise be considered dull and unmeaning. Their sense of wellbeing may well be affected by these materialistic goals as well. This is especially true for students who come from a poor background and thus have already been exposed to the harsh realities that life sometimes has to offer. The thought that they will be able to live a better life in the future if they excel in their higher education is able to give them hope and leaves them feeling better regarding the situation that they may be in at currently. This does not only apply to individuals who grew up facing financial hardships but to those who despite the relative comfort they were brought up in, have the desire to attain more out of life (Richard, 2006). The thought of a better future, which is usually defined through the ownership of material possessions and financial wealth, is able to motivate these individuals to work harder in their quest for a good grade. 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). 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