Integration of human rights in the university curriculum: An analysis of its implementation and results

Vilca L.E.V.; Yucra R.M.C. · Multidisciplinary Reviews (2025) · DOI: 10.31893/multirev.2025150

Resumen

This study analyzed the influence of psychological factors on university students' motivation and academic performance. A quantitative approach was adopted, involving the participation of 200 university students from various disciplines. Data were collected through structured surveys designed to evaluate intrinsic and extrinsic motivation, goal setting, and academic performance. The findings revealed a significant positive correlation between intrinsic motivation and students’ academic performance, highlighting the critical role of internal drivers in achieving academic success. Students who established clear and specific goals demonstrated a higher level of academic achievement compared to their peers without defined objectives, emphasizing the importance of goal clarity. Moreover, the study identified that external rewards and pressures had a limited impact on sustainable academic performance, underscoring the need to foster intrinsic motivation. Effective goal-setting practices, such as setting measurable and time-bound objectives, were found to act as mediators between psychological motivation and performance outcomes. These results suggest that interventions aimed at enhancing intrinsic motivation and teaching students how to set and pursue realistic academic goals could significantly improve academic results. The implications of this research are critical for educators and policy-makers, as they highlight the need to design educational strategies and curricula that prioritize intrinsic motivational techniques and promote goal-setting skills. By addressing these psychological factors, institutions can create more supportive learning environments that empower students to excel academically and develop lifelong learning habits. Future research should explore these findings in diverse educational contexts to verify their applicability and investigate additional psychological variables that may influence academic success.