Creative Engagement Beyond the Classroom

Determinants of Student Motivation in Undergraduate Residential College Learning Environments

Dados Bibliográficos

ID22046779
AutoresDongmei Xue (0000-0003-1383-0866, University of Macau), Cho Yi Lam (University of Macau), Yantong Liu (0009-0003-5880-0190, University of Macau), Jing Ye (0000-0002-3971-2780, University of Macau), Lijuan Chen (0000-0002-0532-9361, Jiangmen Central Hospital), Chongchong Zhou (0000-0001-9296-949X, Education University of Hong Kong), Ying Bian (0000-0002-1716-2925, University of Macau, autor correspondente)
Ano2026
Volume16
Fascículo4
Páginas595
Data de publicação2026-04-08
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16040595
OpenAlexW7152261557
IdiomaEN
Referências citadas24

Residential college (RC) activities represent a creative form of engagement beyond formal classroom teaching, integrating experiential, social, and community-based learning. China is promoting holistic education through the RC activities. Student motivation directly influences their engagement in practice-based learning. Yet, the motivation profile of Chinese students’ participation in RC activities remains largely unexplored. To address this gap, the exploratory cross-sectional study involved 403 undergraduates from an RC-based university in the Guangdong–Hong Kong–Macao Greater Bay Area. Based on a standardized questionnaire, we explored descriptive patterns of three forms of motivation, namely intrinsic motivation, extrinsic motivation, and amotivation, as well as four influencing factors: activity logistics, experiential value, outcome expectations, and social context. We then conducted hierarchical linear regression analyses with the three motivation types as outcomes. The primary results indicated that intrinsic motivation was the dominant motivation type among RC students. Experiential value emerged as a key influencing factor, positively associated with intrinsic and extrinsic motivation, and negatively associated with amotivation. Additionally, activity hosting experience was identified as another important correlate, positively linked to both intrinsic and extrinsic motivation. Motivational patterns further varied across gender, academic year, ID place, weekly RC stay duration, and part-time employment. The findings provide empirical support for more targeted RC activity planning aimed at boosting student motivation in the Chinese context

Empirical research · Experiential learning · Goal theory · Intrinsic motivation · Multilevel model · Self-determination theory · Self-efficacy · Student engagement · Flow Experience in Various Fields · Hospitality and Tourism Education · Innovations in Educational Methods