INDEX
1. Rationale………………………………………………………………………..2
2. Research objectives…………………………………………………………….2
3. Research questions……………………………………………………………..2
4. Literature review and proposed theoretical framework…………………….2
4.1. Definition of learning motivation…………………………………….2
4.2. Role of learning motivation……………………………………..........3
4.3. Types of learning motivation…………………………………............4
4.4. Factors impact on learning motivation………………………………5
4.5. Theoretical framework……………………………………………….8
5. Research methodology………………………………………………………...9
5.1. Research Process……………………………………………………...9
5.2. Selecting sample………………………………………………………10
5.3. Data collection method……………………………………………….10
5.4. Data analysis …………………………………………………………14
6. References……………………………………………………………………...14

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1. Rationale
Motivation is an important element of effective instruction and fundamental to the
learning process. Motivation creates a powerful energy source that makes learners
act and maintain action to achieve learning goals.
Learning outcomes have a great impact on their future careers, by which the
quality of teaching or the quality of training institution is also assessed. Therefore,
how to increase learning motivation really becomes a great concern for educators.
There are some previous studies indicated that learning motivation is affected by
groups of elements relating to school, family, friend and student characteristics.
This paper will be focused on university - related factors which affect learning
motivation of Excellent educational program (EEP) students at National

Economics University.
2. Research objectives
The main purpose of this research is to understand with following basis objectives:
-

Synthesize the theoretical framework relating to motivation.
Analyze the current situation of EEP students’ learning motivation (pros and

cons).
- Offer available solutions.
3. Research questions
1. What is motivation and the effect to learning attitude?
2. How does the program create motivation for EEP students?
3. What are obstacles and solutions?

4. Literature review and proposed theoretical framework
4.1. Definition of learning motivation
According to Fredricks, Blumenfeld, & Paris (2004) and Reeve (2006), motivation
is something that energizes, directs, and sustains behavior; it gets students moving,
points them in a particular direction, and keeps them going.

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Motivation is the key to student engagement and defined as “a student’s
willingness, need, desire and compulsion to participate in, and be successful in,
the learning process” (Bomia, 1997).
Students become engaged when they are involved in their work,they persist despite
challenges and obstacles (Schlechty, 1994; Klein,1989).
Motivation affects what learners pay attention to and how effectively they process

it (Eccles & Wigfield, 1985; Pintrich & Schunk, 2002; Pugh & Bergin, 2006).
4.2.Role of learning motivation
Motivation is used in Psychology as education to boost and direct student behavior.
It points students in the right direction and attempts to keep them going in that
direction. Because students are not always internally motivated, they sometimes
need situated motivation, which is found in environmental conditions that the
teacher creates (Jonalyn Shenton).
Learning motivation affects learning attitudes, so that has an effect on leaning
outcomes of learners.
Both teachers and students will improve their performance when they understand
the definition and factors that determine learning motivation.
-

Teachers can make students more focus and interested in class.
School and university can improve their teaching quality.
Students can find the way to motivate in learning by themselves and get a
better score and have a good career path in future.

4.3. Types of learning motivations
Psychological researchers have shown that motivation plays an important role in
the process of human activity. Motivation is an internal phenomenon which
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activates behavior over a time span, directs it and sustains it. (Murphy &
Alexander, 2000; Pintrich, 2003; Schunk, 2000; Stipek, 2002). In other words,
motivation is the driving force behind human activity. Motivation is a basic
psychological process, along with perception, personality, attitudes, and learning,
motivation is a very important element of behaviour. (Adeyinka Tella etal., 2007).
Learning motivation is divided into two type: social learning motivation and

cognitive motivation.
Motivation to improve knowledge (cognitive motivation): the desire to dominate,
expand knowledge, be fascinated with learning of the learners .... Intellectual
knowledge and methods of learning knowledge are always attractive, engaging
learners. This type of motivation helps learners to strive and overcome obstacles
from outside to achieve inner aspirations. It helps learners maintain their interest
and desire to learn, overcome obstacles to achieve their learning goals.
Social relational motivation: students learn because of the appeal of other factors,
such as meeting their parents' expectations, needing a degree for the future benefit,
their ambition or the admiration of friends. ....
Learning motivation is a multi-dimensional concept, abundant in expression, it is
evaluated by many tangible and intangible criteria as well as different approaches
(Duong Thi Kim Oanh (2013) Some Approaches in Studying Motive - Journal of
Science HCM City). Therefore, it is not easy to identify all the factors that
influence student’s motivation.
4.4. Factors impact on learning motivation
Previous studies have shown that student motivation is influenced by factors
belonging to the school, the family, and the factor of the individual's personality.
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For example, according to Tran Thi Thu Trang (2010) in the study Learning
motivation and factors affecting learning foreign languages which was publish on
data.ulis.vnu.edu.vn, motivation is influenced by internal factors - factors that are
within each individual and directly affect learning (learning, perceptions of self,
learner emotions ...) and external factors - the social environment and the
conditions of the learning environment (teacher influence, role of parents and
friends learning, teaching and learning materials, teaching and learning
environments).
According to Nguyen Trong Nhan and Truong Thi Kim Thuy (2014) in the study

Factors influencing on learning motive of Vietnamese Studies ‘s student at Can
Tho University which was published on Journal of science of Can Tho University,
the motivation for learning depends on three criteria: the criteria of educational and
training activities, the criteria of relevance between the discipline and the
perception of students, material and spiritual life of students. These studies mostly
focus on the definition, classification, some approaches in research, the role and
the motivational strategies of learning.
The study of Nguyen Thuy Dung and Phan Thi Thuy Anh (2012) analyzed the
Impact of the learning environment on the motivation of a university in Hanoi,
which was pulished on Journal of Economics & Development. The article focuses
on the group of factors belonging to the university:
Learning environment: refers to the diverse physical locations, contexts, and
cultures in which students learn. Students would do better when they learn in
positive environments. It includes class’s atmosphere; friend relationship;
solidarity among members; the movement activities of the class; the interest of
study counselors…
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Learning conditions: refers to the environmental conditions such as classroom size;
equipment; class’s membership; technological learning tools in the classroom…
Knowing and trying to find solution for these problems will provide more friendly
and motivated environment for both learners and teachers.
Quality of teachers: Students’ learning motivation is directly affected by the
teacher and the teaching techniques that are supported with appropriate guidance
and advice. Learners appreciate the distinctive paths offered to them to follow for
better understanding and learning. Appropriate guidance or advice to students and
fully-developed learning strategies support the flow of knowledge from the teacher
to the learner. These factor includes some of teacher’s characteristic : professional
knowledge; easy-to-understand teaching method; ready to share knowledge and

experience; show interest in student’s learning; the suggestions of the students are
responded quickly….
Training management: the impact of management actors on the education and
training process (conducted by the teachers and students, with the support of the
social forces) to formulate and develop the personality of the students in
accordance with the training objectives of the school. It includes fairness and
seriousness in examinations; point management; attitude answers questions about
test and re-examination scores; the information on the school's website is diverse,
updated; the support of faculty as needed, the information about the curriculum and
study plan is updated regularly…
Education program: a program written by the institution or ministry of education
which determines the learning progress of each subject in all the stages of formal
education .It includes specialized training; the curriculum content; diversity in

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option of studying hours or classroom; meet the requirements for future career
development of students…
Student Affairs: include evaluation process of training result, policy (tuition
exemptions, social pension, scholarship, ..), the settlement of complaints…
The basic content of student affairs is student political ideology, student
management, student support in learning and training, as well as organizing
students to participate in movements and social activity, to help students complete
their study and training assignments
Activity movement: include cultural activities – sports, Community Volunteer
Activities, Activities of Mass Movement, Activities Association, Party
Development.

4.5.Theoretical framework

Based on the above theoretical basis about Factors impact on learning motivations,
this research will use seven factors from the study of Nguyen Thuy Dung and
Phan Thi Thuy Anh (2012 ) to measure the level of motivation for EEP students of
NEU. These factors are reflecting properly the current situation of EEP student in
NEU. These factors are modelled as following:
(1) Study environment

Control variable
Sex

(2) Learning conditions

Household
Years of study (course)

(3) Quality of teachers

Major
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(4) Training management
Learning motivation:
social learning motivation
and cognitive motivation.

(5) Education program
(6) Student Affairs

(7) Activity movement


5. Research methodology
5.1. Research Process: The research process can be conducted as follow:
Determining
Research Objectives

Selecting
Theoretical Framework

Selecting sample

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Data Collection

Secondary data:
- Books, Journals,
Magazines and Internet
sources related to creat
motivation.

Primary data:
- Questionnaire surveys

Results and Discussion

Proposing solutions and
recommendations


5.2. Selecting sample
Total population of the research is total students at Excellent Education Program.
There have 1500 students corresponding with 4 intakes (K56, K57, K58,K59), in
which K56, K57, K58 have 6 majors and K59 has 10 majors. Therefore, research
selects sample size as 200 students and uses Stratified sampling based on major
and intake to have good sample representative-ness.
5.3. Data collection method
Two methods of data collection will be used:
• Secondary Data
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Secondary data will be collected from the previous studies. Otherwise, the study
used information from magazines, journals, internet, website, and paper related to
motivation creation and factor effecting motivation.
• Primary Data
Primary data will be collected by questionaire survey and emailed to every classes.
It includes 2 parts:
- Part 1: Personal information, with questions about gender, intake, major.
- Part 2: Main content of survey, include 7 factors effecting study motivation:
•
•
•
•
•
•
•

learning environment
learning condition

lectures
curriculum
training management
student affairs
activity movement (extracurricular)

Among them, there are 27 variables measuring by Likert scale with 5 degrees:
strongly disagee, disagree, neither agree nor agree, agree, strongly agree.

FORM SURVEY:
PART 1: PERSONAL INFORMATION
1. Gender
o Male
o Female
2. Intake
o K56
o K57
o K58
o K59

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3. Major
o Auditing
o Enterprise Management
o Banking
o Investing
o International Business Management
o Marketing


o
o
o
o

Corporate Finane
Human Resource Management
International Economics
Develop Economics

PART 2: QUESTIONNAIRE SURVEY
Strongly Dissagree Neither
dissagree
agree nor
disagree

Agree

Strongly
agree

Studying environment
1. Fun of class atmostphere
2. Good friends relationship
3. Solidarity of members
4. Interest of Coordinator

Studying condition
1. Spacious study room

2. Modern equipment
3. The materials and textbooks
of each subject are provided
fully and diversifylly
4. Library has a source of
reference materials

Lecturers
1. Lecturers have extensive
knowledge
2. Lectures have
straightforward teaching
method
3. Lectures care about
student’s studying
4. Any questions can be
exchanged and responded
quickly

Curriculum
1. Satisfy about curriculum
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2. The content of curriculum is
reasonable, suitable for reality
3. Students are used English in
studying process
4. Development of major in
the future


Training management
1. Fairness and seriousness in
examinations
2. Ready to dealing with
questions, complains of
students about scores
3. The support of faculty as
needed
4. Information about
curriculum and study plan is
updated regularly

Student affairs
1. Scholarship for students
having good achievement
2. Scholarship of tranfering
and getting qualification of
California University, San
Bernardino, US
3. Policy (tuition fees
exemption, social pension…)
4. Process of evaluation
training scores
Extracurricular
1. Organize fact-finding tours
in companies
2. Organize talks with experts,
companies…
3. Satisfy about activies, clubs

of faculty: Masterchef,
Xplode…

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5.4. Data analysis
The collected data were statistically analysed – descriptive statistic, using the
Statistic Package for Social Science software (SPSS 22). Responses were
expressed in frequencies, percentages and represented at tables and figures.
6. References
1. Duong Thi Kim Oanh (2013) Some Approaches in Studying Motive. Journal
2.

3.

4.

5.
6.

of Science HCM City, no 48, p.138 – 148.
Nguyen Thuy Dung, Phan Thi Thuy Anh (2012) Factors influencing student
motivation: Research at a university in Hanoi, Journal of Economics &
Development, special Issue, p.24-30.
Tran Thi Thu Trang (2015) Learning motivation and factors affecting
learning foreign languages.
/>%20Tran%20Thi% 20Thu.pdf
Nguyen Trong Nhan and Truong Thi Kim Thuy (2014) Factors influencing
on learning motive of Vietnamese Studies ‘s student at Can Tho University.

Journal of science of Can Tho University, no33, p.106-113
Schunk, D. H. (2000). Coming to terms with motivation constructs.
Contemporary Educational Psychology, 25, 116-119
Pintrich, P.R., (2003). A motivational science perspective on the role of
student motivation in learning and teaching contexts. Journal of Educational
Psychology, 95, 667-686

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