Exploring The Academic Motivation of Malaysian and Chinese University Students: A Dual-Theoretical Analysis based on SelfDetermination and Cognitive Perspectives

Abstract

In examination-oriented university systems in China and Malaysia, what drives undergraduates to pursue high achievement, and how do intrinsic and extrinsic motives shape their learning behaviors? Addressing this question, we integrate Self-Determination Theory with cognitive perspectives (expectancy–value and attribution). We collected semi-structured interviews with 25 undergraduates using purposive sampling across institutions, majors, genders, and years of study. Responses were analysed using thematic analysis to code and classify emergent themes. Findings show motivation as a negotiated mix of internal desires (curiosity, competence, autonomy) and external pressures (parental expectations, grades, scholarships, and instructor recognition). Six recurrent configurations emerged: (1) achievement as self-worth and future pathway; (2) teacher feedback and classroom climate; (3) peer comparison and support; (4) curiosity-driven exploration; (5) effort-based attributions; and (6) self-regulation in the absence of feedback. Timely, effort-focused feedback and utility value, sustaining strategy use and persistence. Conversely, missing or vague feedback dampened engagement unless students had established selfregulatory routines. Extrinsic demands were more readily internalised when autonomy and competence were supported. Theoretically, we outline an SDT × Cognitive process account linking need satisfaction to expectancies, task values, and attributions that, in turn, guide strategy use and persistence. Practically, the study recommends autonomy-supportive teaching with regular low-stakes formative feedback, visible task utility, limited choice within assignments, and explicit training in self-regulation. These implications inform student-centred reforms aligned with Sustainable Development Goal 4 to improve education quality.