Exploration of Generation Z Identity Style and Motivation for Higher Education at Undergraduate Level

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.