Assessing Student Academic Motivation in Selected Faith-Based Universities

Abstract

This study examines the motivational factors influencing university students in a faith-based higher education context, focusing on a sample of 311 students enrolled in Adventist colleges and universities. The study applied Exploratory Factor Analysis (EFA) to identify key academic motivation factors by modifying and validating measuring scales derived from Academic Motivation Scale-College version and Orientation Toward Religion. The analysis identified four distinct components: personal-driven motivation, self-value motivation, social motivation, and achievement motivation. The findings indicate that faith-based education promotes both intrinsic and extrinsic motivation. Students with high personal-driven motivation demonstrated deeper perseverance and academic engagement. The self-value factor reflected the alignment of education with self-identity and long-term aspirations. Social motivation was driven by the need to meet external expectations, while achievement motivation was linked to personal fulfillment and career preparation. These factors provide unique contributions to student retention, academic satisfaction and holistic development. The study provides insights for educators and administrators in designing strategies to enhance motivation in faith-based institutions. Future research should explore how these motivational components evolve and compare them to secular education contexts.