Intrinsic Motivation and Student Engagement in Classroom Learning Environment in A Selected School in China: Towards Classroom-Enhanced Learning Program
Year: 2025
Type: article
Study design: Observational Study
Abstract: This descriptive quantitative research assessed the intrinsic motivation factors in classroom learning environment in a selected school in China in terms of autonomy, competence and relatedness; and learning engagement in terms of behavioral, cognitive and emotional. The respondents are the students at the School of Tourism of Changchun University Quota sampling was applied in the selection of the respondents. Data interpretation indicated that the students' overall motivational experience is positive and they generally feel motivated to engage in the learning process, driven by the opportunities for autonomy, the sense of competence, and the relationships they have in the classroom. The overall engagement score is positive, indicating that most students perceive themselves as engaged in their learning, combining efforts across the emotional, cognitive, and behavioral dimensions. The correlation analysis revealed that intrinsic motivation and engagement are closely interconnected, with competence playing a crucial role in fostering active participation and enthusiasm. The findings emphasize the need for targeted interventions to strengthen intrinsic motivation and engagement, particularly through strategies that address specific course-related challenges and capitalize on the strengths of various motivational dimensions.
Author: Liu Siyu
Institution: Emilio Aguinaldo College
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407601488