Social factors affecting students' learning motivation: A research overview
Social factors affecting students' learning motivation: A research overview
DOI:
https://doi.org/10.1243/gpeh9428Keywords:
Social factors, Learning motivation, StudentsAbstract
This article provides a comprehensive review of research on the impact of social factors, such as peer relationships, learning environments, media and technology, social pressure, and career orientation, on university students’ learning motivation. The interaction among these factors contributes to creating favorable conditions that enable students to realize their potential and achieve high academic performance. Drawing upon a literature review of 32 scholarly works, this article focuses on four main areas: (1) The influence of peer relationships on students’ learning motivation; (2) The impact of the learning environment on the maintenance and development of academic motivation; (3) The influence of media and technology in shaping motivation within the context of contemporary higher education; (4) The effects of social pressure and career orientation on students’ motivational processes. The findings of this review serve as a foundation for proposing strategies to enhance the quality of social interactions and strengthen support systems, ranging from peer networks to technological and vocational guidance, in order to foster learning motivation among university students.
References
Abdullah, A. R., Muhammad, M. Z., & Nasir, A. (2021). The role of soft skills on business graduates’ employability. Journal of Entrepreneurship and Business, 7(2), 83-94. https://doi.org/10.17687/ jeb.v7i2.46.
Berestova, A., Burdina, G., Lobuteva, L., & Lobuteva, A. (2022). Academic motivation of university students and the factors that influence it in an e-learning environment. The Electronic Journal of e-Learning, 20(2), 201-210.
Brooks, R. & Youngson, P.L. (2016). Undergraduate work placements: an analysis of the effects on career progression. Studies in Higher Education, 41(9), 1563-1578. https://www.tandfonline.com/doi/ full/10.1080/03075079.2014.988702.
Bùi Thị Huế, Bùi Đức Thịnh, Vũ Thị Tuyết Lan. (2022). Chuyển đổi số trong giáo dục và đào tạo: Thực trạng và giải pháp. Tạp chí Khoa học và Công nghệ Việt Nam điện tử, Trường Đại học Lao động - Xã hội. https://vjst.vn/vn/tin-tuc/6707/chuyen-doi-so-trong-giao-duc-va-dao-tao--thuc-trang-va-giai-phap.aspx.
Cao, Y., Zhou, T., & Gao, J. (2024). Heterogeneous peer effects of college roommates on academic performance. Nature Communications, 15(1), 4785 (2024). https://doi.org/10.1038/s41467-024-49228-7.
Cayubit, R. F. O. (2022). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25, 581-599. https://link.springer.com/ article/10.1007/s10984-021-09382-x.
Cha, S. H., & Kim, Y. S. (2015). What Matters for Students' Use of Physical Library Space? The Journal of Academic Librarianship, 41(3), 274-279.
Chen, C., Bian, F., & Zhu, Y. (2023). The relationship between social support and academic engagement among university students: The chain mediating effects of life satisfaction and academic motivation. BMC Public Health, 23, 2368. https://doi.org/10.1186/s12889-023-17301-3.
Criollo-C, S., Govea, J., Játiva, W., Pierrottet, J., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2023). Towards the integration of emerging technologies as support for the teaching and learning model in higher education. Sustainability, 15(7), 6055. https://doi.org/ 10.3390/su15076055.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/ 10.1207 /S15327965PLI1104_01.
Filade, B. A., Bello, A. A., Uwaoma, C. O., Anwanane, B. B., & Nwangburuka, K. (2019). Peer group influence on academic performance of undergraduate students in Babcock University, Ogun State. African Educational Research Journal, 7(2), 81-87.
Firman, E., & Sandiarsa, K. D. (2024). The effect of learning environment on students' motivation in learning. Journal of Innovation in Management and Education, 6(1), 1056-1061.
Garn, A. C., & Morin, A. J. S. (2021). University students’ use of motivational regulation during one semester. Learning and Instruction, 74, 101436. DOI: 10.1016/j.learninstruc.2020. 101436.
Garn, A. C., & Stenling, A. (2024). University students’ daily motivation regulation: Within- and between-level relations to academic functioning. Educational Psychology, 44(2), 227-246. https://doi.org/10.1080/01443410.2024.2331754.
Guiomar, P., & Costa e Silva, A. M. (2025). Developing Conflict Management Skills in Higher Education IT Students: Impacts and Challenges. International Journal of Higher Education Pedagogies, 6(1), 35-45. https://doi.org/10.33422/ijhep.v6i1.925.
Havidz, H. B. H., & Mujakiah, N. (2023). The Effect of Learning Environment on Student Motivation and Student Achievement (Literature Review Study). International Journal of Psychology and Health Science, 1(1), 30-34. https://doi.org/10.38035/ijphs.v1i1.86.
Khan, N. A. (2024). Motivational Theories of Leadership. ResearchGate. https://www.researchgate.net/ publication/373563986_Motivational_Theories_of_Leadership.
Khan, Z., Athar, S., Mehmood, U., & Khan, W. A. (2023). The effect of peer relation and peer pressure on the performance of university students: A quantitative study. Pakistan Journal of Humanities and Social Sciences, 11(3), 3577-3585. https://doi.org/10.52131/pjhss.2023.1103.0638.
Lekissa, A.; Hsiu-Ling, C. (2021). The influence of motivation on learning engage ment: the mediating role of learning self-efficacy and self-monitoring in online learning environments. Interactive Learning Environment, 31(7), 4605-4618. https://doi.org/10.1080/ 10494820.2021.1977962.
Lenao, L. (2023). Exploring Awareness and Use of Web 2.0 Tools by Students at BA ISAGO University, Botswana. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 19(3), 108-125.
Li, X., Pu, R., & Phakdeephirot, N. (2022). The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance. Frontiers in Psychology, 13, 972910. https://doi.org/10.3389/fpsyg.2022.972910.
Loes, C. N. (2022). The effect of collaborative learning on academic motivation. Teaching & Learning Inquiry, 10. https://files.eric.ed.gov/fulltext/EJ1340445.pdf DOI: 10.20343/techlearninqu.10.4.
Marhamah, S.; Yolanda, A.; Sari, R.A. & Nurismilida, N. (2021). Pengaruh Fasilitas Belajar Terhadap Prestasi Belajar Mahasiswa Pada Perguruan Tinggi. Edu Cendikia: Journal Ilmiah Kependidikan, 1(2), 40-45. https://doi.org/10.47709/educendikia.v1i2.1023.
Mustamin, K., Hasbullah, B., Husain, H., Mislia, M., & Intiardy, D. (2025). Technology Innovations in Education: Their Effects on Student Motivation and Learning Achievement. International Journal of Educational Research Excellence (IJERE), 4(1), 68-75. https://doi.org/10.55299/ijere. v4i1.1229.
Nguyễn Đắc Nguyên và Hoàng Mộng Tuyền. (2023). Động lực học tập của sinh viên sư phạm mỹ thuật Trường Đại học Đồng Tháp. Tạp chí Khoa học Đại học Đồng Tháp, 12(4), 45-51. https://dthujs.vn/index.php/dthujs/article/view/165.
Paja, P. J. L.; Serado, M. A.; Romanillos, P. D.; Aguadera, D. D., & Buladaco, M. V. M. (2020). The Relationship of Technology as a Learning Tool to Student Motivation in Education among College Students in Davao Del Norte State College. International Journal of Research and Innovation in Social Science (IJRISS), IV (June), 266-277.
Palahan, S. (2025). Relationships between students' social roles and academic performance based on social network analysis. Rangsit Journal of Educational Studies, 9(1), 62-87. https://arxiv.org/ abs/2503.06493.
Penrod, J. (2021). The impact of learning space design on learner experience and collaboration. Educause Review - The Voice of the Higher Education Technology Community Search, https://er.educause.edu/articles/2021/11/the-impact-of-learning-space-design-on-learner-experience-and-collaboration.
Phan Thị Thùy. (2022). Một số nhân tố tác động đến động lực học tập của sinh viên Trường Đại học Đại Nam. Tạp chí Công Thương, 8. https://tapchicongthuong.vn/mot-so-nhan-to-tac-dong-den-dong-luc-hoc-tap-cua-sinh-vien-truong-dai-hoc-dai-nam-89093.htm.
Pink, D. H. (2014) (Kim Ngọc và Thủy Nguyệt dịch). Động lực chèo lái hành vi. NXB Lao động - Xã hội. (Tác phẩm gốc có tên “Drive: The surprising truth about what motivates us”, xuất bản năm 2009).
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Education, Inc. Boston. ISBN: 978-0-13-707195-1.
Walker, A., Aguiar, N. R., Soicher, R. N., Kuo, Y., & Resig, J. M. (2024). Exploring the relationship between motivation and academic performance among online and blended learners: A meta-analytic review. Online Learning, 28(4), 76-116. https://doi.org/10.24059/ olj.v28i4.4602.
Zheng, Z., Zeng, M., & Huang, W., Sun, N. (2024). The influence of university library environment on student interactions and college students’ learning engagement. Humanities and Social Sciences Communications, 11, Article 385. https://www.nature.com/ articles/s41599-024-02892-y.
Zhu, Y., Lu, H., Wang, X., Ma, W., & Xu, M. (2025). The relationship between perceived peer support and academic adjustment among higher vocational college students: The chain mediating effects of academic hope and professional identity. Frontiers in Psychology, 16, 1-14.
