The current status of learning motivation among female undergraduate students majoring in psychology
The current status of learning motivation among female undergraduate students majoring in psychology
DOI:
https://doi.org/10.1243/hca0g443Keywords:
Learning motivation, Female students, Psychology majors, Higher educationAbstract
This study examines the current status of learning motivation among female undergraduate students majoring in psychology. Using online and in-person surveys, data were collected from 502 first- and second-year students in Hanoi. Learning motivation was operationalized into four components. The results indicated that overall motivation was positive; the Cognitive-Goal component scored highest, followed by the Affective-Attitudinal component, whereas the Cognitive-Behavior and Behavioral-Effort components scored lowest. Motivational orientations emphasized practical benefits and competence development, with a strong inclination toward real-world application and the use of digital learning resources. By contrast, behaviors requiring sustained discipline, lesson preparation, daily study routines, and group participation were weaker and more inconsistent; the pursuit of social recognition was present but not primary. The article proposes directions for future research and suggests solutions for educational administrators to enhance learning motivation among female psychology majors in particular and undergraduate students more broadly.
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