Factors affecting learning motivation of ethnic minority high school students in Ratanakiri, Cambodia

Abstract

The purposes of this study were: 1) to investigate the factors of home environment, peer support, teacher support, school administration and background of study of the students, 2) to evaluate learning motivation of ethnic minority high school students, 3) to study correlation between each factor and learning motivation of ethnic minority students, and 4) to construct equation of factors predicting learning motivation of ethnic minority students. The sample of this study was 254 ethnic minority high school students in Ratanakiri. They were selected by using stratified random sampling. The research instruments were questionnaires. The statistics which employed to analyze the data were mean, standard deviation, Pearson product moment correlation coefficient, and hierarchical multiple regression analysis. The research findings were as follows: 1. The factor of home environment was rated at low level. The factors of peer support and background of study were rated at moderate level, the factors of teacher support and school administration were rated at high level. 2. Motivation by task, motivation by feedback, and motivation by achievement were rated at high level. Motivation by reward and social motivation (the influence of peer groups) were rated at moderate level. 3. All predictors had a positive correlation with learning motivation of ethnic minority high school students in Ratanakiri at the .05 level of significance. 4. All predictors could approximately account for 50% of learning motivation of ethnic minority high school students in Ratanakiri.