The Relative Contributions of Learning Autonomy, Time Management, and Achievement Motivation in Predicting the Level of Academic Ambition Among Qassim University Students in Light of Sustainable Development

Abstract

The current study aimed to identify the level of learning autonomy, time management, achievement motivation, and academic ambition among Qassim University students in light of sustainable development. It also sought to identify the relative contributions of learning autonomy, time management, and achievement motivation in predicting the level of academic ambition among Qassim University students. In light of sustainable development, a random sample was selected from the study population. The study used the correlational descriptive method, and data was collected through scales (learning autonomy, time management, achievement motivation, and academic ambition) prepared by the researchers.The study investigated autonomy, time management, and achievement motivation levels and their predictive power for academic ambition in the case of Qassim University students (N = 218). Very high levels were found on all the variables: learning autonomy (M = 93.56), time management (M = 84.20), achievement motivation (M = 148.40), and academic ambition (M = 89.23). Time management also emerged as the most potent predictor (β = 1.053) of academic ambition with 97.2% variance, followed by aspects of achievement motivation: desire for success (0.7%) and persistence (0.5%) through multiple regression analysis. While positively correlated (r = 0.389), autonomy in learning failed to be a significant predictor of academic ambition.