Comparing academic motivation across disciplines in a Vietnamese university context

This study examines differences in academic motivation among undergraduates from three academic majors—Electrical Engineering, Mechanical Engineering, and English Studies—at a Vietnamese university. Based on Self-Determination Theory (SDT), the study employed the Academic Motivation Scale (AMS) to measure intrinsic, extrinsic, and amotivation across a sample of 126 students. One-way ANOVA indicated significant differences in intrinsic and extrinsic motivation among the majors. Students in technical disciplines reported higher motivation levels than English majors. Amotivation showed no significant differences. Post-hoc tests confirmed that English majors scored significantly lower in both intrinsic and extrinsic domains. Findings highlight the influence of academic discipline on motivation and suggest the need for tailored educational interventions to enhance student engagement. Implications for curriculum design and student support are discussed in the context of Vietnamese higher education.