Sustained study interest in higher education : the role of personality, motivation, and contextual factors among Icelandic university graduates

Abstract

This thesis investigates the factors that influence sustained interest in higher education among Icelandic university graduates. The study looks at the relationships between study interest over the course of a degree and (1) personality traits, (2) intrinsic motivation at entry, (3) paid work intensity, (4) social activity, and (5) disciplinary field. Survey data from 117 bachelor's degree holders who completed their coursework within the last four years (2022–2025) served as the basis for the analyses. Study interest was assessed at the start, middle, and end of the program, and the results were summed to form an overall average. Regression models, group comparisons, correlation analyses, and reliability tests were used to investigate relationships between these variables.The results highlight the significance of organised effort and self-discipline, showing that Conscientiousness consistently predicts stronger long-term interest. Although the relationships were not always clear, students who initially had greater intrinsic motivation tended to exhibit greater enthusiasm over time. No consistent correlation was found between sustained study interest and work intensity, nor between the first-mentioned and social activity. Field differences were not statistically significant, suggesting that personal traits and underlying motives have a greater impact than external variables. The study emphasises the importance of personality and internal motivations in promoting academic engagement and guides colleges looking to encourage students' perseverance and love of learning.