PSYCHOLOGICAL FACTORS INFLUENCING MOTIVATION IN LEARNING ENGLISH AMONG UNIVERSITY STUDENTS

Abstract

This study investigates the psychological factors influencing motivation in learning English among university students, with a particular focus on cognitive, emotional, and social determinants. Grounded in contemporary theories of educational psychology, the research aims to identify key variables that shape learners’ intrinsic and extrinsic motivation within higher education contexts. A mixed-methods approach was employed, combining quantitative survey data collected from undergraduate students with qualitative insights obtained through semi-structured interviews. The instruments measured constructs such as self-efficacy, anxiety, attitudes toward English, and perceived social support. Statistical analysis, including correlation and regression techniques, was used to examine relationships between variables, while thematic analysis was applied to interpret qualitative data. The findings reveal that self-efficacy and positive attitudes toward English significantly enhance learners’ motivation, whereas language anxiety negatively impacts engagement. Additionally, social factors - such as peer influence and teacher support - emerge as critical contributors to sustained motivation. The results also indicate that intrinsic motivation is more strongly associated with long-term language acquisition outcomes than extrinsic motivation. In conclusion, the study highlights the multifaceted nature of motivation in English language learning and underscores the importance of addressing psychological dimensions in pedagogical practices.