2025 IJRSE – Volume 14 Issue 7
Available Online: 25 March 2025
Author/s:
Kui, Jundong*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines
Mauhay, Romana Celeste A.
Lyceum of the Philippines University-Batangas, Philippines (ramauhay@lpubatangas.edu.ph)
Abstract:
This study investigated the demographic and motivational factors influencing students in a specific educational setting. The sample primarily consisted of young males (72.1%) aged 18-24 (90.5%), with a relatively balanced distribution across schools. The majority of students agreed on the importance of various educational indicators, highlighting a general consensus on key educational factors. The study also revealed that students generally agree on the significance of various learning motivation indicators, suggesting a collective understanding of the factors that drive their motivation. Similarly, there is a broad agreement on the importance of indicators related to student self-efficacy, emphasizing the role of self-belief in their academic success. A significant difference was observed in demographic variables, particularly gender, whereas other profile variables do not show significant differences. Additionally, there is no significant relationship across all dimensions of the profile variables, indicating that educators should adopt a comprehensive approach to address the diverse needs of students. Based on these findings, a development plan has been created to enhance the study’s outcomes. This plan focuses on improving self-efficacy, boosting learning motivation, and creating a conducive learning environment. The targeted interventions aim to support students’ academic success and well-being by addressing the identified factors effectively.
Keywords: learning environment, learning motivation, self-efficacy
DOI: https://doi.org/10.5861/ijrse.2025.25607
Cite this article:
Kui, J., & Mauhay, R. C. A. (2025). Learning environment, motivation, and self-efficacy among Chinese college students. International Journal of Research Studies in Education, 14(7), 97-109. https://doi.org/10.5861/ijrse.2025.25607
* Corresponding Author