The research examined whether a single-session psychoeducation program could strengthen students’ psychological well-being and, in turn, enhance their motivation to learn. The findings suggest that complex psychological factors such as well-being and motivation require sustained and participatory approaches rather than short, one-off educational sessions.
Why Academic Motivation and Well-Being Matter
Academic motivation plays a central role in student engagement, persistence, and learning outcomes at the university level. Motivated students are more likely to attend classes regularly, complete assignments, and cope with academic pressure. However, motivation does not develop in isolation.
Psychological well-being—including self-acceptance, purpose in life, autonomy, and positive relationships—has been widely linked to students’ ability to remain motivated and resilient. In structured educational environments, where schedules are tight and rules are strict, students may experience reduced autonomy and emotional fatigue, which can weaken both well-being and motivation.
As universities increasingly recognize mental health as a key factor in academic success, psychoeducation has emerged as a popular preventive strategy. Psychoeducation programs typically aim to increase awareness, self-reflection, and emotional regulation. Yet questions remain about how effective short-term programs are in producing real psychological change.
How the Study Was Conducted
The study by Wardah Nabilah Munayya and Djudiyah involved 24 university students—14 women and 10 men—living in a highly structured educational environment in Lamongan Regency, East Java. All participants attended a single psychoeducation session lasting 1 hour and 50 minutes.
Before and after the session, students completed questionnaires measuring two key aspects:
- Psychological well-being, based on the well-known framework developed by psychologist Carol Ryff
- Academic motivation, grounded in Self-Determination Theory, which emphasizes autonomy, competence, and social relatedness
The psychoeducation session combined interactive lectures, brief discussions, and reflective questions. The program introduced students to the concept of psychological well-being and explained how mental health relates to learning motivation and academic persistence.
Key Findings at a Glance
The results showed no statistically significant improvement in either psychological well-being or academic motivation after the intervention.
Key observations include:
- The average psychological well-being score slightly decreased from 52.58 before the session to 52.08 afterward
- Academic motivation scores remained unchanged, with an average of 46.83 before and after the program
- Students’ responses became more varied after the session, suggesting that perceptions did not converge toward greater understanding or motivation
According to the authors, these results indicate that a single, lecture-dominated psychoeducation session is insufficient to alter deeply rooted psychological constructs.
Understanding the Results
The researchers emphasize that the findings should not be interpreted as a failure of psychoeducation itself. Instead, they reflect the stable and multidimensional nature of psychological well-being and academic motivation.
“Psychological well-being and motivation are not variables that change instantly,” the authors note. Drawing on established psychological theory, they explain that meaningful change usually requires repeated experiences, active participation, and long-term support.
The timing of the intervention also mattered. The session was conducted close to an academic examination period, a factor that may have reduced students’ focus and emotional readiness to engage deeply with the material.
Implications for Higher Education
The study offers important insights for universities, counselors, and policymakers seeking to support student mental health and academic performance.
Rather than relying on brief seminars or one-off workshops, the findings suggest that institutions should consider:
- Long-term psychoeducational programs
- Participatory and experience-based learning methods
- Ongoing mentoring or group reflection
- Better alignment between intervention timing and students’ academic workload
For policymakers and education leaders, the research underscores the need to invest in sustainable mental health strategies rather than quick solutions.
Author Perspective
Ethically paraphrasing the authors’ conclusions, Wardah Nabilah Munayya from the University of Muhammadiyah Malang explains that psychological change is a gradual process. Short interventions may raise awareness, but they rarely lead to measurable improvements unless supported by continued engagement and meaningful experiences.
This perspective aligns with broader international research showing that well-being interventions are most effective when they are repeated, contextual, and integrated into students’ daily academic lives.
0 Komentar