Motivational Enhancement Therapy as a Counselling Strategy for Promoting Learning Motivation Among Undergraduates in Nigeria

Abstract University education in Nigeria is integral to societal development but faces significant challenges such as overcrowded classrooms, inadequate infrastructure, and insufficient learning motivation among students. These challenges hinder undergraduates' ability to engage fully in their academic pursuits and achieve, which impede their learning motivation. This paper examined the efficacy of Motivational Enhancement Therapy as a counselling strategy for promoting learning motivation among undergraduates in Nigeria. MET is a client-centered approach, which help undergraduates align their academic efforts with their long-term personal and professional goals. The therapy’s structured feedback model emphasized reflective listening and personalized goal-setting, which are critical for addressing ambivalence, a common barrier to motivation. MET encourages students to explore discrepancies between their current academic behaviours and desired outcomes. The paper highlighted MET's adaptability to the educational setting, demonstrating how its techniques such as decisional balancing, enhancing self-efficacy, and fostering autonomy, assist undergraduates to take ownership of their educational decision-making and promote learning motivation. The processes of MET range from initial assessment to personalized feedback. It was concluded that Motivational Enhancement Therapy offers a structured, client-centered approach to address learning motivation challenges among undergraduates in Nigeria, by fostering intrinsic motivation, resolving ambivalence, and aligning behaviours with personal goals. School counsellors should assist undergraduates in enhancing their motivation for learning using MET principles. Integration of motivational enhancement programme into the Nigerian university framework can significantly enhance undergraduates’ engagement in learning task, promote resilience in the face of academic challenges and shift the focus from external rewards to intrinsic satisfaction.