Effective learners are cognizant of their ownbasic needs and abilities so as to maximize their capabili-ties, dispositions, as well as potentialities up to becomeself-actualized individuals. To delve into the process ofuniversity students’ self-actualization, we strived to amal-gamate this construct with two motivational-associatedfactors, i.e., mastery goal and intrinsic motivation. To doso, a three-phase mixed-methods study was designed. Inthe first phase, the reliability and validity of the ‘Mea-surement of Actualization of Potential (MAP)’ (measuringfive sub-scales, namely,openness to self, openness toothers, openness to life, adaptability,andautonomy) weredetermined in the present study via a confirmatory factoranalysis (CFA). In the second phase, our proposed modelcontaining the three constructs was examined using astructural equation modeling (SEM). Eventually, to pro-cure a deeper perception of self-fulfillment valence inactual behaviors, feelings, and assertions of the partici-pants, a semi-structured interview was conducted on sevenrandomly selected participants from a general samplepopulation of 253 Iranian university students in its first andsecond phases. The results demonstrated that the proposedmodel had a good fit with the empirical data. The contri-bution of mastery goal and intrinsic motivation wasdemonstrated in the model. It was also found that amongthe sub-scales of self-fulfillment, ‘openness to self’ had thehighest association with intrinsic motivation followed by‘openness to life.’ Mastery goal had the highest correlationwith ‘openness to life’ followed by ‘autonomy.’ Theanalysis of interview protocol revealed that self-ratingpercentages of the delineated lists were all in congruencewith the number of selected activities and traits therespondents preferred

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• Self-Fulfillment in Higher Education: Contributionsfrom Mastery Goal, Intrinsic Motivation, and Assertions