Motivational experiences during the university - work transition from the perspective of self-determination theory

Abstract

The university-to-work transition involves personal and professional changes that require decision-making and career planning. This study aimed to understand the motivational experiences of university students nearing graduation during this transition from the perspective of Self-Determination Theory. A qualitative exploratory-descriptive study was conducted with seven Psychology students selected through non-probability convenience sampling, using semi-structured interviews and predominantly inductive qualitative content analysis. Findings indicate that social support, interest in the profession, confidence in one's abilities, and future projection were associated with greater motivation, whereas perceived insufficient preparation and professional uncertainty were associated with demotivation. The professional project included expectations of stability, personal development, continuing education, and alignment with personal interests and values. The findings suggest that, for these participants, motivational experiences during the university-to-work transition are articulated with perceived autonomy and competence, support from significant others, and the progressive construction of a professional project. These results highlight elements relevant to supporting students approaching graduation and to career guidance initiatives.