The impact of wasta beliefs on academic motivation and fairness
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Abstract
This study examines how belief in wasta. the use of personal connections, affects students’ motivation, achievement orientation, and perceptions of fairness in higher education across Oman, Algeria, Jordan, and Palestine. It also investigates the social and media influences that shape these beliefs and considers how informal practices may weaken merit-based principles, thereby influencing student engagement, learning outcomes, and trust in academic institutions. Using a cross-sectional survey of 650 students, the study measured belief in wasta, intrinsic motivation, achievement orientation, perceived academic fairness, and exposure to social and media influences. Data were analyzed through descriptive statistics, correlations, t-tests, ANOVAs, regression, and MANOVA to test multiple hypotheses, guided by Self-Determination Theory (SDT), Justice Theory, and Institutional Theory. The findings reveal that belief in wasta is widespread and consistently associated with lower intrinsic motivation, reduced achievement orientation, weaker perceptions of fairness, and diminished expected academic performance. Although country context slightly moderated these relationships, the overall pattern remained stable across all settings. Family, peers, and social media were identified as key contributors to the reinforcement of wasta beliefs. The results suggest that informal social norms can undermine merit-based systems, ultimately reducing motivation, effort, and institutional trust. However, limitations such as self-reported data, a cross-sectional design, and limited measurement of fairness suggest caution in generalizing the findings. The study recommends that universities promote transparency, strengthen awareness programs, and implement mentorship and cultural interventions to reduce reliance on informal networks.
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