This paper presents a historical literature review of academic studies on social work students' career motivations, framed within the theoretical lens of Self-Determination Theory (SDT). Through thematic content analysis, it traces the evolution of motivational patterns across global contexts, examining how intrinsic and extrinsic drivers have been conceptualized within broader social, institutional, and educational frameworks. Drawing on a thematic synthesis of international research and longitudinal developments, the study explores the shifting dynamics of student engagement. The findings indicate a gradual decline in altruistic and justice-oriented motivations, accompanied by a growing emphasis on career-focused and financial considerations. These transformations are likely driven by shifts in professional prestige, higher education structures, and labor market dynamics. While the analysis maintains a global scope, occasional examples from social work education in Central and Eastern Europe are included to illustrate region-specific trends These insights can help inform curriculum design by fostering students' professional identity and strengthening their long-term engagement with the profession.
Zsolt Mikula (2025) studied this question.