Abstract:
In this study, Generation Z undergraduate students' identity preferences and desire for
further education are examined. The following three hypotheses are looked into a
significant association between identity styles and motivation for higher education in
Generation Z; significant differences in identity styles between male and female
Generation Z students; and a significant difference in motivation for higher education
between male and female Generation Z students. Convenient sampling was used to
choose a sample of 400 undergraduate students from Lahore, between the ages of 20 and
27 (mean=21.29, S.D=1.24) years. The results show that among Generation Z students,
strong affiliation with informational or normative identity types is linked to a higher
tendency for learning and intellectual pursuits. The diffuse avoidant identity type does
not, however, greatly affect the need for knowledge. Despite the strong connections
between motivating factors and identity styles, the effects that are actually shown are
often of modest size. This implies that other elements, such as personal objectives,
values, self-beliefs, and outside influences, have a substantial impact on motivation for
higher education. To further understand the complex dynamics of Generation Z's
motivation, future research should look at these other factors and how they interact with
identity styles. The fact that Generation Z students, regardless of gender, exhibit
equivalent levels of interest towards higher education is notable since it defies gender
norms. This suggests that this group has more equitable educational aspirations.
