HCMC UNIVERSITY OF TECHNOLOGY AND EDUCATION

FACULTY OF FOREIGN LANGUAGES

----------

RESEARCH PROPOSAL
TOPIC:

FACTORS AFFECTING ACADEMIC MOTIVATION

OF UNIVERSITY STUDENTS

IN THU DUC CITY

Instructor : Dang Thi Van Anh. PhD

Student Name: Bui Anh Thu
Student ID : 20131196

2ND SEMESTER – ACADEMIC YEAR: 2022-2023

Thu Duc City, April 14th, 2023
Table of Contents
1. Introduction _______________________________________________1
1.1.Statement of problem ______________________________________1
1.2. Literature Review _________________________________________1
1.2.1. The Definitions of Academic Motivation _____________________1
1.2.2. Type of Academic Motivation______________________________2
1.2.2.1. Intrinsic Motivation ____________________________________2
1.2.2.2. Extrinsic Motivation ____________________________________2
1.2.3. Previous Related Studies __________________________________2
1.2.Research question _________________________________________3
1.3.Significance of the study ____________________________________3
2.Methods __________________________________________________4
2.1.Participants and methods of selection __________________________4
2.2.Instruments ______________________________________________4
2.3.Procedures _______________________________________________5
3.Analysis of data ____________________________________________5
3.1.Data organization _________________________________________5
3.2.Statistical procedures_______________________________________5
4.Time Schedule _____________________________________________6
REFERENCES ______________________________________________7
APPENDICES_______________________________________________9
 1. Introduction

1.1. Statement of problem

In recent years, Vietnamese education has produced hearten encourage

achievements such as increasing people's intellectual standards, nurturing talents and
training human resources. According to the United States U.S. News & World Report,
the Global Ranking of the Best Higher Education Institutions results show that Vietnam
has 5 universities in the table for the 2023 ranking period (U.S. News & World Report,
2022). Education and training play a significant role in fostering economic growth.
Education is considered the leading national policy of the government in Vietnam for
contributing to socio-economic stability and sustainable development.

However, the current Vietnamese higher education system still has limitations, for
instance, many students are physically present in the classroom every day but mentally
absent, and thus lack the motivation to acquire knowledge. Therefore, many researchers
in Vietnam are particularly focused on investigating academic motivation and the
relationship between academic motivation and student learning outcomes because this is
perceived as the "golden key" to discover and foster learners' possibilities. Students who
had higher levels of academic motivation also tended to have a higher academic
achievement (Alenizi, 2015).

As a result, the study's goal is to assess the factors that promote academic
motivation in university students in this context, thereby assisting the school in
enhancing student academic motivation.

1.2. Literature Review

1.2.1. The Definitions of Academic Motivation

Although the concept of academic motivation appears to be quite simple at first

glance, researchers defined this concept in several ways.

Academic motivation is the desire, excitement, inspiration, responsibility, and

passion felt during the study process. If students have academic motivation, they will
strive to improve themselves, master knowledge, and promote the positive aspects of
their studies and research, allowing them to overcome all obstacles and achieve the best
possible results (Nguyen et al., 2020).

1
 (Martin, 2008) puts forward the idea of "Academic motivation refers to the
psychological factors that influence the direction, intensity, and persistence of academic
behaviors such as attending classes, studying, doing homework, and preparing for
exams".

It is often categorized into two broad categories as intrinsic motivation, which is

driven by personal interest, enjoyment, and satisfaction, and extrinsic motivation, which
is driven by external factors such as rewards, grades, or social expectations (Ryan&Deci,
2000).

1.2.2. Type of Academic Motivation

1.2.2.1. Intrinsic Motivation

Hardré et al. (2006) describe Intrinsic motivation as engaging in academic

activities for the inherent enjoyment or interest in the activity itself. Individuals who are
intrinsically motivated are driven by a sense of curiosity and satisfaction that comes
from learning, and they are less likely to be influenced by external rewards or pressures.

1.2.2.2. Extrinsic Motivation

Extrinsic Motivation refers to engaging in academic activities to achieve some

external reward or to avoid punishment. It can be divided into two subtypes. The first
one is External regulation refers to engaging in an activity to obtain an external reward
or to avoid punishment. And the second is Introjected regulation which refers to
engaging in an activity to avoid guilt or to gain a sense of self-worth (Hardré et al.,
2006).

1.2.3. Previous Related Studies

Although the previous studies were researched in different factors, years and
countries, their findings still reflected certain commonalities.

Firstly, in a previous study (Hardré et al., 2006), it was found that High school
students' academic motivation in Taiwan was influenced by various factors, including
academic self-concept, perceived teacher support, parental involvement, and peer
relationships. Gender and grade level played a role in academic motivation, with
females and lower-grade students reporting higher levels of intrinsic motivation. Female
students are more motivated on average and have "more positive and adaptive goal
profiles" than male students. Females also reported higher "levels of environmental

2
support and choice". Male students in this sample expressed a preference for deep
thought and complex problems..

Secondly, academic motivation was positively related to academic achievement,

and intrinsic motivation was a stronger predictor of achievement than extrinsic
motivation. In addition, there were significant differences in motivation and
achievement based on demographic variables such as gender, grade level, and
socioeconomic status. Female students' academic performance was "less associated with
their interests" compared to their male peers. (Long et al., 2007).

Finally, the research conducted by Nguyen and Hoang (2021) found that the
majority of students are influenced by intrinsic motivation, with the learning goals of
"Capture and master knowledge" and "Improve level, expand understanding" having the
greatest influence on learning. Furthermore, the research findings also show that there
are differences in learning motivation based on discipline and gender.

1.2. Research question

What are the factors that influence academic motivation among university
students in Thu Duc City, Vietnam?

1.3. Significance of the study

In the context of universities in Vietnam, particularly in Thu Duc City, there is

still a research gap about academic motivation although the expanding collection of
articles on academic motivation among university students. No studies which directly
mention this research issue have been conducted so far, so this gap is a limitation for
educational managers of the universities in Thu Duc. The objective of this research is to
indicate the key variables that affect university students' motivation for school
performance in Thu Duc City, Vietnam. Firstly, this study can contribute to the
academic literature, the study can advance the knowledge of the intricate interactions
among individual, social, and contextual factors that affect academic motivation which
can add to the body of knowledge on academic motivation. Secondly, it also improves
academic outcomes, it's important to understand the elements that affect academic
motivation hence creating student support systems and educational interventions that
are effective in tertiary education in Thu Duc City. Finally, it helps enhance student
engagement, because motivated students are more likely to be engaged in their studies

3
better and take an active role in their learning. Higher retention rates and greater student
satisfaction may result from this.

2. Methods

2.1. Participants and methods of selection

I use a quantitative approach to investigate the extent that different variables have
an impact on the academic motivation of university students in Thu Duc City. This
approach also entails gathering numerical data and analyzing it statistically through the
data from questionnaires and scales. This case aims to identify the elements that affect
academic motivation. With to regard participants, I would prefer to select 300 university
students from Thu Duc City to participate in my survey and apply a simple random
sampling strategy because participants may come from any faculty and academic year.
In the context of the study on the elements influencing the academic motivation of
university students in Thu Duc City, using this sampling strategy can ensure that every
student has an equal chance of participating in the survey. By doing so, the chance of
bias can be decreased. Additionally, in this circumstance where the population is
relatively small, as might be the case in Thu Duc City, this sampling strategy can be
helpful.

2.2. Instruments

In this research topic, a cross-sectional survey would be an appropriate method for

data collection because it allows for the collection of data from a large and diverse
sample of university students in Thu Duc City. Additionally, a cross-sectional survey
can provide a more cost-effective and efficient method of data collection. This
instrument will gather data on 4 main factors "The Need for Cognition", "Classroom
Climate", "The Interpersonal Style" and "School Engagement and Effort" by Likert-type
numerical scales and takes 20 minutes to accomplish the survey.

First of all, "The Need for Cognition" factor assesses an individual's motivation to
engage in effortful cognitive activities, such as learning and problem-solving the scale
of Forsterlee & Ho (1999) will be used.

The second factor is "classroom climate" includes the relationships among

students and between students and their instructors and the level of engagement in
learning activities which is in The In My Classroom scale from Ryan & Connell (1989).

4
 The third one refers to the interpersonal style which assesses the way students
interact with their peers, teachers, and other individuals in academic settings. I will use
the AFS Scales of Reeve & Sickenius (1994).

The last is "The School Engagement and Effort Scale" which indicates students'
level of effort in academic activities. The scale will be applied based on the scale of
Handelsman, Briggs, Sullivan, & Towler (2005).

2.3. Procedures

The online survey was the most effective method to collect data in the digital age.
A questionnaire was designed on Google Forms and was distributed to the university
student through the university student groups in Thu Duc City.

3. Analysis of data

3.1. Data organization

After collecting data from participants, I will analyze and describe the data using
descriptive statistics, including measures of central tendency such as mean, median, and
mode. Then, based on the research question and objectives, I will provide
interpretations of the findings. Furthermore, I should indeed admit any limitations of the
study, as well as any potential bias or error. Finally, I will write a conclusion that
summarizes the primary findings and emphasizes the study's significance to the field.

3.2. Statistical procedures

Microsoft Excel software will be used to analyze the questionnaire and scale
responses of 300 university students in Thu Duc City. This is a spreadsheet program
that includes tools for analyzing data using descriptive statistics such as mean, median,
mode, standard deviation, and frequency.

5
 4. Time Schedule

Stages Time Work

Identifying the research problem

Planning 1 month Conducting a literature review
Prepare the content and questionnaire
Preparing data collection instruments or tools
Data collection 2 weeks Conducting surveys
Explain this proposal to the participants
Sorting data and analysis by regression analysis
Data analysis 3 weeks
Interpreting findings
Writing an executive summary and an abstract
Organizing and presenting the research findings
Drawing conclusions and implications of the
findings
Writing report 1 month Providing recommendations and future research
directions
Ensuring the accuracy of all citations and
references
Editing and revising the final report

6
 REFERENCES

Alenizi, A. M. (2015). The relationship between academic motivation and academic

achievement among university students. Journal of Education and Practice, 6(13), 1-8.

Cacioppo, J. T. & Petty, R. E. (1982). The need for cognition. Journal of Personality
and Social Psychology, 42, 116–131.
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for
cognition. Journal of Personality Assessment, 48, 306–307.

Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of
college student course engagement. Journal of Educational Research, 98, 184-191.

Hardré, P. L., Chen, C.-H., Huang, S.-H., Chiang, C.-T., Jen, F.-L., & Warden, L.
(2006). Factors affecting high school students' academic motivation in Taiwan. Asia
Pacific Journal of Education, 26(2), 189-207.

Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic
motivation and achievement among urban adolescents. Urban Education, 42(3), 197-
222.

Nguyen, T. S. (2013). Purpose of education, learning motivation for students in credit-

based training programs. Scientific Research, 5(2), 9-13.

Nguyen, T. A., Tran, T. M. H., Phan, V. T., Ha, M. P., Vo, P. A., Tran, D. X. H., ...
Nguyen, M. T. (2020). A study of some factors related to the learning motivation of
students at Hue University of Medicine and Pharmacy. Journal of Medicine and
Pharmacy, 10(1), 1-11.

Nguyen, T. T., & Hoang, T. D. (2021). Learning motivation of Department of

Economics students in Dong Thap University. TNU Journal of Science and Technology,
226(12), 228-235.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of
intrinsic motivation, social development, and well-being. American Psychologist, 55(1),
68-78.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.

7
Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the
three psychological needs underlying intrinsic motivation: The AFS Scales. Educational
and Psychological Measurement, 54, 506-515.

Sadowski, C. J. & Gulgoz, Sami (1992). Internal consistency and test-retest reliability
of the Need for Cognition Scale. Perceptual and Motor Skills, 74, 610.

8
 APPENDICES

QUESTIONNAIRE ABOUT FACTORS AFFECTING ACADEMIC

MOTIVATION OF UNIVERSITY STUDENTS IN THU DUC CITY

Name: ________________________________________

Gender: _______________________________________

Year:_________________________________________

9
 A. Why do I do my homework?
Very Sort of Not very Not at
true true true all true

1. Because I want the teacher to think I’m a

good student.
2. Because I’ll get in trouble if I don’t.

3. Because it’s fun.

4. Because I will feel bad about myself if I

don’t do it.

5. Because I want to understand the subject.

6. Because that’s what I’m supposed to do.

7. Because I enjoy doing my homework.

8. Because it’s important to me to do my

homework.

B. Why do I work on my classwork?

9. So that the teacher won’t yell at me.

10. Because I want the teacher to think I’m a

good student.

11. Because I want to learn new things.

12. Because I’ll be ashamed of myself if it

didn’t get done.
13. Because it’s fun.

14. Because that’s the rule.

15. Because I enjoy doing my classwork.

16. Because it’s important to me to work on

my classwork.

10
 C. Why do I try to answer hard questions
Very Sort of Not very Not at
in class?
true true true all true

17. Because I want the other students to think

I’m smart.
18. Because I feel ashamed of myself when I
don’t try.

19. Because I enjoy answering hard

questions.

20. Because that’s what I’m supposed to do.

21. To find out if I’m right or wrong.

22. Because it’s fun to answer hard questions.

23. Because it’s important to me to try to

answer hard questions in class.
24. Because I want the teacher to say nice
things about me.

D. Why do I try to do well in school.

25. Because that’s what I’m supposed to do.

26. So my teachers will think I’m a good

student
27. Because I enjoy doing my school work
well.

28. Because I will get in trouble if I don’t do

well.

29. Because I’ll feel really bad about myself

if I don’t do well.
30. Because it’s important to me to try to do
well in school.
31. Because I will feel really proud of myself
if I do well.

11
5 = very characteristic of me
4 = characteristic of me
3 = moderately characteristic of me
2 = not really characteristic of me
1 = not at all characteristic of me

12
 1 2 3 4 5

1. Raising my hand in class

2. Participating actively in small

group discussions

3. Asking questions when I don’t

understand the instructor

4. Doing all the homework problems

5. Coming to class every day

6. Going to the professor’s office

hours to review assignments or tests,
or to ask questions

7. Thinking about the course

between class meetings

8. Taking good notes in class

9. Doing well on the tests

10. Having fun in class

11. Staying up on the readings

12. Listening carefully in class

13