An integrative approach to predicting student motivation

Abstract

This study examined the extent to which demographics (sex), personality traits (extraversion and neuroticism), cognitive dispositions (resilience and locus of control), social-personal dispositions (Machiavellianism), and instructional communicative behaviors (teacher confirmation and student communication satisfaction) predict state student motivation. Drawing on an integrative framework and informed by Self-Determination Theory, data from 367 university students in the United States were analyzed using path analysis. Results revealed that, collectively, these variables explained 78% of the variance in student motivation; however, only instructional communicative behaviors (responding to questions, demonstrating interest, communication satisfaction), resilience, and Machiavellianism emerged as significant predictors. These findings indicate that while individual differences contribute to motivation, communicative classroom behaviors play a particularly central and proximal role in shaping student motivation, underscoring the importance of instructor–student interaction in higher education.