Keywords
Academic Motivation
Education
Intrinsic Motivation
Systematic Literature Review
How to Cite
Abstract
This study aims to systematically examine the relationship between self-identity and academic motivation in the educational context. A Systematic Literature Review (SLR) method was employed by reviewing relevant scholarly articles published within the last five years. Literature searches were conducted through Google Scholar using the keywords “self-identity” and “academic motivation.” Based on predefined inclusion and exclusion criteria, ten articles were selected, consisting of five national and five international journals. Data were analyzed using a qualitative descriptive approach by synthesizing the main findings of each study. The results indicate that a strong and positive self-identity, including academic self-concept, identity awareness, and social or cultural identity, plays a crucial role in enhancing students’ academic motivation. Well-developed self-identity is consistently associated with higher intrinsic motivation, learning persistence, and academic resilience, whereas unclear or underdeveloped identity tends to be linked with lower motivation and academic burnout. These findings highlight the importance of fostering self-identity as a strategic component in promoting academic motivation across educational settings.
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