In the rapidly evolving landscape of higher education, understanding the underlying psychological factors that contribute to student success and institutional sustainability has become paramount. A pioneering study by Alismail and Almulla, soon to be published in BMC Psychology, delves deep into the intricate connections between achievement motivation, students’ satisfaction with their chosen academic major, and the concept of successful intelligence. This investigation, situated within the context of Saudi Arabian universities, offers groundbreaking insights into how these factors collectively support the sustainability of university education in the region, setting a precedent for educational systems worldwide.
At the core of this research lies the construct of achievement motivation, a multifaceted psychological drive that compels students to strive for excellence and overcome academic challenges. Achievement motivation is not merely a desire for good grades but encompasses intrinsic aspirations, persistence, and resilience. The study hypothesizes that students exhibiting higher levels of achievement motivation are more likely to experience satisfaction with their major, which, in turn, boosts their overall academic performance and engagement. This cyclical synergy between motivation and satisfaction is essential for fostering an environment where students thrive and persist through the rigors of university education.
The authors employ rigorous psychometric methods to assess achievement motivation, integrating contemporary motivational theories that consider both intrinsic and extrinsic factors. These methods include validated surveys and interviews designed to capture nuanced student attitudes and behaviors. By harmonizing quantitative metrics with qualitative insights, they unveil how motivation levels are influenced not only by personal ambition but also by external influences such as societal expectations and institutional support structures.
Satisfaction with one’s academic major emerges as a pivotal variable in the study. This satisfaction reflects a student’s holistic contentment with their field of study, encompassing intellectual interest, perceived relevance, and alignment with career goals. Alismail and Almulla emphasize the significance of satisfaction as a predictor of academic persistence, arguing that students who are content with their major intrinsically value their educational journey and are less likely to experience burnout or dropout. The researchers propose that strategies aimed at enhancing major satisfaction could therefore serve as critical interventions in promoting higher retention rates.
Moving beyond simple motivational and satisfaction metrics, the study explores the paradigm of successful intelligence—a concept developed by psychologist Robert J. Sternberg, which broadens traditional notions of intelligence to include analytical, creative, and practical capabilities. Successful intelligence encapsulates a triarchic model wherein students not only excel in academic reasoning but also demonstrate adaptability, creativity in problem-solving, and the capacity to apply knowledge constructively in real-world contexts. This model aligns well with modern educational imperatives that seek to prepare students for the dynamic demands of contemporary careers and societal challenges.
By integrating successful intelligence into their analysis, Alismail and Almulla break new ground in educational psychology research. They argue that successful intelligence acts as a mediator, enabling the translation of motivation and satisfaction into tangible educational outcomes. Essentially, it is the mechanism through which motivated and satisfied students optimize their learning experiences, innovate, and navigate complexities within their academic trajectories. This insight reshapes the discourse on student success, urging educators to cultivate diverse forms of intelligence rather than focusing solely on traditional academic achievement.
The sustainability of university education in Saudi Arabia serves as the contextual backdrop for the study, a region currently undergoing transformative educational reforms under its Vision 2030 framework. These reforms emphasize quality, accessibility, and innovation in higher education, aiming to develop human capital that can sustain economic diversification and global competitiveness. Alismail and Almulla’s findings suggest that fostering achievement motivation, enhancing satisfaction with academic majors, and promoting successful intelligence are indispensable in realizing sustainable educational ecosystems capable of supporting these ambitious national objectives.
Importantly, the researchers underscore that these psychological constructs do not operate in isolation; rather, they are embedded within a complex socio-cultural matrix unique to Saudi Arabia. Cultural norms, family expectations, gender roles, and economic factors all influence student motivation and satisfaction. For example, societal emphasis on prestige and career stability can either enhance or hinder students’ authentic engagement with their majors. The study calls for culturally sensitive educational policies that acknowledge these dynamics and tailor support systems accordingly.
The methodological approach utilized by Alismail and Almulla is notable for its interdisciplinary rigor, combining psychology, educational theory, and sociological perspectives. Data were collected from a diverse sample of Saudi university students, employing advanced statistical analyses such as structural equation modeling to test hypothesized relationships. This robust methodology ensures that the findings are not only statistically significant but also practically relevant, offering actionable insights for university administrators and policymakers.
Findings reveal a strong positive correlation between achievement motivation and major satisfaction, affirming the premise that motivated students derive greater satisfaction from their academic paths. Moreover, successful intelligence was identified as a significant mediator, bridging the gap between motivation/satisfaction and sustainable educational engagement. Intriguingly, the study also notes variations across academic disciplines, suggesting that certain majors may inherently foster or impede the development of successful intelligence, a factor warranting further exploration.
The implications for educational practice are profound. Universities are encouraged to implement curricular innovations that not only challenge students intellectually but also cultivate creativity, practical problem-solving, and adaptability. Support services such as counseling, mentoring, and career guidance must be designed to bolster achievement motivation and address dissatisfaction with academic majors. Furthermore, fostering an inclusive and supportive campus culture can enhance psychological well-being, thereby reinforcing the interplay among motivation, satisfaction, and intelligence.
In a broader context, the research highlights the critical role of psychological factors in achieving the sustainable development goals within higher education. By linking individual student experiences to systemic outcomes, Alismail and Almulla’s work provides a conceptual framework for embedding psychological insights into educational policy-making and institutional strategies. This approach aligns with global trends emphasizing student-centered learning and the holistic development of human capital.
The innovative integration of successful intelligence into models of student success may inspire future research across diverse geographical and cultural settings. As universities worldwide grapple with challenges such as attrition, skills mismatches, and evolving labor market demands, the notion that intelligence extends beyond cognitive metrics to include creative and practical skills becomes increasingly salient. This study thus contributes to a paradigm shift, encouraging educators and researchers to reconceptualize what it means to be a successful student in the 21st century.
Moreover, the Saudi Arabian focus of the study enriches global understandings of higher education psychology by providing empirical data from a non-Western context. This research challenges Western-centric models and underscores the importance of contextually grounded scholarship in articulating nuanced understandings of motivation and satisfaction. It paves the way for culturally responsive educational interventions that are more effective and equitable.
As higher education systems confront unprecedented disruptions due to technological advancements, demographic shifts, and global crises, insights from this research become especially vital. The interplay between internal psychological drivers and external environmental conditions shapes not only individual academic journeys but also the resilience and adaptability of educational institutions. By elucidating how achievement motivation, major satisfaction, and successful intelligence interact to sustain university education, Alismail and Almulla provide a roadmap for cultivating resilient learning environments capable of weathering future uncertainties.
In conclusion, this compelling study represents a significant advance in the psychology of higher education, particularly within the context of Saudi Arabia’s ambitious educational reforms. By elucidating the dynamic relationships between achievement motivation, major satisfaction, and successful intelligence, it offers robust evidence that these factors are integral to sustaining university education. For educators, administrators, and policymakers, the findings advocate for a holistic approach that nurtures not only cognitive skills but also emotional and creative faculties, ensuring that students are equipped to succeed and contribute meaningfully to society. This research is poised to influence educational frameworks globally, inspiring transformative change that aligns with the evolving demands of the 21st-century knowledge economy.
Subject of Research: The interrelationship between achievement motivation, students’ satisfaction with their major, and successful intelligence in the context of sustainable university education in Saudi Arabia.
Article Title: Exploring the interplay between achievement motivation, students’ satisfaction with their major, and successful intelligence in supporting the sustainability of university education in SAUDI ARABIA.
Article References:
Alismail, A.M., Almulla, M.O. Exploring the interplay between achievement motivation, students’ satisfaction with their major, and successful intelligence in supporting the sustainability of university education in SAUDI ARABIA. BMC Psychol (2025). https://doi.org/10.1186/s40359-025-03835-1
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