Examining the different motivational factors of senior high school hummss students

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Motivation is a factor that can affect academic performance (Fereidooni-moghadam et al., 2017).
Motivation is a predictor of academic performance (Dogan, 2017). Thus, motivation is essential
in academic performance. Higher motivation also results in higher academic achievement (Kori
et al., 2016).
Academic motivation has been well established as an important factor related to student
performance in school settings. Research has identified the linkage between students’ motivation
and engagement in academic-oriented behaviors, such as studying, participating in class
discussions, working with peers, and pursuing more demanding coursework (Bryan et al., 2011,
Ryan and Patrick, 2001). These engaged activities directly lead to increased learning, improved
academic performance, and better preparation for college success (Conley & French, 2014). As
such, research has increasingly focused on the nature of various forms of motivation (e.g.,
autonomous and controlled motivation) and engagement (e.g., behavioral, cognitive, emotional,
and social engagement) as well as the interaction among them. These forms of motivation and
engagement work together in representing students’ well-being and predicting their academic
performance at school (e.g., Fredricks et al., 2016).
Factors of motivation are any elements that make a student feel enthusiastic about excelling in
their academic activities. And each student has different motivations of their own. Some
motivational factors of senior high school HUMMSS students includes interest in Humanities
and Social Sciences, career aspirations, peer influence, teacher support and encouragement,
parental expectations and support, perceived utility of subjects, recognition and reward for high
academic performance, and many more.
Many students are drawn to HUMMS because they have a genuine interest in subjects like
history, literature, sociology, and psychology. It is also because their career aspirations are in line
with this strand and they see HUMMSS as a pathway to careers in fields such as education,
social work, law, journalism, and public administration. Students' beliefs about the relevance and
utility of HUMMS subjects in their lives and future careers can impact their motivation. They are
more likely to be motivated if they see the practical applications of what they are learning.
Teachers, peers, and parents also plays a significant role in motivating students. Effective
teaching practices, mentorship, and support from HUMMS teachers can inspire students to excel
academically. Teachers who are passionate about their subjects and provide personalized
guidance can enhance students' motivation and learning experiences. Positive interactions with
classmates who share similar academic interests and goals can foster a sense of belonging and
motivation to succeed in HUMMS. Parental expectations and support can influence students'
motivation levels. High expectations coupled with emotional support and encouragement can
motivate students to perform well in HUMMS subjects.
Recognition of academic achievements, such as awards, scholarships, or praise from teachers
and peers, can boost students' motivation and self-esteem, encouraging them to continue striving
for success in HUMMS. Understanding these motivational factors can help educators and
policymakers develop strategies to enhance student engagement and academic performance in
HUMMS programs.

Citation
A person-centered approach to examining high-school students’ motivation, engagement and
academic performance - ScienceDirect
(PDF) Academic Stress, Academic Motivation, and Its Relationship on the Academic
Performance of the Senior High School Students (researchgate.net)
What Are Factors of Motivation? (With Examples and Theories) | Indeed.com Canada