Liu Siyu

Graduate School, Emilio Aguinaldo College

DOI : https://doi.org/10.47191/ijsshr/v8-i2-14

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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.

KEYWORDS:

intrinsic motivation, student engagement, classroom learning environment

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Volume 08 Issue 02 February 2025