Disciplinary Variations in Academic Motivation among Vietnamese Undergraduates: A Study Using the AMS Scale

Academic motivation plays a pivotal role in influencing student engagement, learning behaviors, and academic achievement in higher education. Grounded in Self-Determination Theory (SDT), this study aimed to compare the levels of intrinsic motivation, extrinsic motivation, and amotivation among undergraduate students enrolled in three academic disciplines: Mechanical Manufacturing Technology, Electrical Engineering, and Computer Engineering. A total of 187 students from a Vietnamese university participated in the study using a Vietnamese-adapted version of the Academic Motivation Scale (AMS), a widely recognized instrument for measuring educational motivation. Descriptive statistics, one-way analysis of variance (ANOVA), and Tukey HSD post-hoc tests were employed to examine group differences across motivational dimensions. The results revealed no statistically significant differences in intrinsic motivation or amotivation among the three majors, indicating a shared pattern of internal drive and disengagement across fields. However, extrinsic motivation showed a statistically significant difference, with students in Electrical Engineering reporting higher levels compared to those in Mechanical Manufacturing Technology. These findings suggest that while intrinsic motivation may remain relatively stable across disciplines, extrinsic factors such as perceived career prospects and curriculum structure can vary depending on the academic context. Additionally, the internal consistency reliability of the Vietnamese version of the AMS was confirmed with high Cronbach’s alpha values across all subscales (α > .83), supporting its validity in the local educational setting. The study highlights the importance of considering disciplinary contexts when developing motivational support strategies and curriculum designs in higher education. Tailoring educational approaches to match the motivational tendencies of specific academic programs may enhance student engagement and learning outcomes.