TTLA: Learning motivation of ethnic minority students

1. Full name of PhD student: Pham Van Hue 2. Gender: Male

3. Date of birth: August 23, 1986 4. Place of birth: Nam Dinh
5. Decision to recognize PhD students: 2775/2020/QD-XHNV dated December 31, 2020 of the President of the University of Social Sciences and Humanities, Vietnam National University, Hanoi
6. Changes in training process (if any):
7. Thesis topic: Learning motivation of ethnic minority students
8. Major: Psychology 9. Code: 9310401.01
10. Scientific advisors: Associate Professor, Dr. Nguyen Van Luot and Dr. Nguyen Ba Dat
11. Summary of new results of the thesis:

- Research purpose: Study the theory and reality of learning motivation of ethnic minority students, factors affecting learning motivation of ethnic minority students, on that basis, propose some recommendations to improve learning motivation of ethnic minority students.

- Research object: Learning motivation and factors affecting learning motivation of ethnic minority students.
- Research methods used: Document research method, questionnaire investigation method, in-depth interview method, typical case study method and data processing method using mathematical statistics.
- Key results
+ Based on the inheritance and systematization of studies in the world and Vietnam, the research results have identified the concept of learning motivation of ethnic minority students. Learning motivation is the driving force to satisfy different needs in the learning activities of ethnic minority students. It activates, directs, creates strength and maintains their learning activities through the forms of internal motivation, external motivation and non-motivation. This concept is shaped based on the self-determination theory of Deci and Ryan. At the same time, the thesis also helps to point out the factors affecting the learning motivation of ethnic minority students including factors of the learning environment, cultural harmony, multi-dimensional social support (from family, friends and special people), discrimination and digital competence.
+ The survey results on 517 ethnic minority students showed that the majority of ethnic minority students had high levels of motivation (high internal motivation, high external motivation and low motivation).The high level of positive correlation between internal and external motivation shows that when the internal motivation of ethnic minority students is high, the external motivation of students is also high and vice versa, in which external motivation is stronger than internal motivation. The results also show that the majority of ethnic minority students have high levels of external motivation - homogeneity and are oriented towards the goal of future career opportunities.
+ The study also showed differences in intrinsic and extrinsic learning motivation by gender, ethnicity and learning outcomes. At the same time, single students had higher intrinsic learning motivation than students in a relationship. In addition, the form of non-motivation among ethnic minority students varied by school and ethnicity. In addition, the study results also showed that there were no differences in learning motivation among student groups by place of birth, economic conditions, birth order and course. The study results also showed that intrinsic and extrinsic motivation had a positive impact on the learning outcomes of ethnic minority students. However, the form of non-motivation had no impact on the learning outcomes of ethnic minority students.
+ The study also shows that there are many factors affecting the learning motivation of ethnic minority students, in which, the learning environment and social support received are factors that strongly affect the internal and external learning motivation of ethnic minority students. In addition, the factors of discrimination and cultural harmony affect the form of non-motivation of ethnic minority students.
+ The case study study clarified the expression of learning motivation as well as pointed out the impacts of learning environment factors and received social support on the learning motivation of ethnic minority students.
+ The thesis also makes some recommendations to help maintain and improve learning motivation for ethnic minority students themselves, their families and universities with ethnic minority students.
- New contributions of the thesis
+ Aboutreasoning
(1). The thesis has systematized the research in the world and Vietnam and built basic concepts such as: learning motivation, learning motivation of ethnic minority students.
(2). The thesis has shown the manifestations of learning motivation of ethnic minority students through the forms of motivation: internal motivation, external motivation and non-motivation.
(3). The thesis has pointed out the factors affecting the learning motivation of ethnic minority students including factors related to the learning environment at university level; cultural integration of ethnic minority students; social support that ethnic minority students receive from family, friends and people who are especially meaningful to them; daily discrimination and digital skills that ethnic minority students need to be able to study at university.
+ In practice
(1). The thesis has surveyed and evaluated the current status of learning motivation of ethnic minority students through the forms of motivation: internal motivation, external motivation and non-motivation; Pointing out the differences in internal and external learning motivation by gender, ethnicity and learning outcomes and non-motivation by school and ethnicity.Simultaneously,Extrinsic learning motivation and intrinsic learning motivation have positive effects on the learning outcomes of ethnic minority students.
(2). The thesis has shown that there are many factors affecting the learning motivation of ethnic minority students, in which, the learning environment and social support received are factors that strongly affect the internal and external learning motivation of ethnic minority students. Factors of discrimination and cultural harmony affect the lack of motivation of ethnic minority students.
(3). The thesis also provides some recommendations on solutions to help maintain and improve the learning motivation of ethnic minority students.
- Conclusion: The thesis has carried out the basic contents and steps in the research. The thesis has summarized the research, built the theoretical basis, determined the research model with influencing factors, and conducted surveys. The purpose of the research was to evaluate the current status of learning motivation and factors affecting the learning motivation of ethnic minority students. The research results have helped to suggest some recommendations to maintain and improve the learning motivation of ethnic minority students.
12. Further research directions:
- Conduct comparative research to show the differences between majority students and ethnic minority students in learning motivation.
- Conduct qualitative research, according to specific ethnic minority groups to create characteristics of each sample group of ethnic minority students. Conduct in-depth interviews with students' families to have a multi-dimensional and realistic perspective on the learning motivation of ethnic minority students and from there make recommendations of high practical value.
- Conduct research to examine the impact mechanism of learning motivation on learning outcomes of ethnic minority students.
13. Publications related to the thesis:
1. Pham Van Hue (2021), "The current status of learning motivation of students in social sciences and humanities", Vietnam Journal of Psychology (06), pp. 16-29.
2. Pham Van Hue (2021), “Influence factors affecting the learning motivation of ethnic minority students in the case of online learning at University of Social Sciences and Humanities”, The International Conference on Contemporary Issues in Sustainable Development (CISD2021) part 1, Science and technics publishing house, pp. 176-186.
3. Pham Van Hue (2023), “Learning motivation of ethnic minority students: a review”, The first international conference on the issues of social sciences and humanities, Vietnam National University Press, Hanoi, pp. 1227-1241.

      

 

 

- Thesis purpose: to investigate the theory and current status of learning motivation among ethnic minority students, identify the factors influencing their learning motivation, and propose solutions and recommendations to enhance their motivation.
- Research object: focuses on the learning motivation and factors affecting the learning motivation of ethnic minority students.
- The research utilizes the following methods: Document research, questionnaire survey, in-depth interviews, typical case studies; data processing using mathematical statistics
- The major results
+ Through a comprehensive literature review and systematic analysis of existing research in psychology, both globally and in Vietnam, this study has revealed the construct of learning motivation among minority ethnic students. Learning motivation serves as the driving force that fulfills various needs in the learning activities of ethnic minority students. It activates, directs, empowers, and sustains their learning activities through internal motivation, external motivation, and motivation. This concept is shaped by Deci and Ryan's self-determination theory. Additionally, the study has identified several significant factors that influence the learning motivation of ethnic minority students, including the learning environment, cultural congruity, multidimensional social support (including family, friends, and significant individuals), experiences of discrimination, and digital literacy.
+ The results of the survey conducted on 517 ethnic minority students indicate that the majority of ethnic minority students demonstrate high levels of learning motivation (they exhibit high levels of internal learning motivation, high levels of external learning motivation, and low levels of motivation).The high positive correlation between internal and external learning motivation demonstrates that when the internal learning motivation of ethnic minority students is high, their external motivation is also high, and vice versa, with external motivation being stronger than internal motivation. The results also indicate that most ethnic minority students have high levels of external - identified learning motivation, and aspire towards future career opportunities.
+ The study also revealed differences in internal and external learning motivation based on gender, ethnicity, and academic performance. Additionally, single students exhibit higher levels of internal learning motivation compared to students in a relationship. Moreover, the state of motivation among ethnic minority students varied based on school and ethnicity. Furthermore, the research findings indicate no significant differences in the state of learning motivation among student groups based on place of birth, economic conditions, birth order, or course enrollment. The study also demonstrates that both internal and external learning motivation positively impact the academic performance of ethnic minority students. However, the state of motivation does not affect the academic performance of ethnic minority students.
+ The study also elucidated several factors that exert influence on the learning motivation of ethnic minority students. Specifically, it was found that the learning environment and social support significantly impact both the internal and external learning motivation of ethnic minority students. In addition, the experiences of discrimination and cultural congruity were found to affect the state of motivation among ethnic minority students.
+ Furthermore, the study conducted typical case studies that elucidated the manifestations of learning motivation and highlighted the impacts of the learning environment and social support on the learning motivation of ethnic minority students.
+ The thesis also provides recommendations to maintain and enhance learning motivation among ethnic minority students, including suggestions for the students themselves, their families, and universities with a significant population of ethnic minority students.
- New contributions of the thesis
+ In theory
(1). The thesis has systematized the studies in the world and Vietnam and established fundamental concepts such as learning motivation and learning motivation among ethnic minority students.
(2). The thesis has shown the manifestations of learning motivation of ethnic minority students through the forms of motivation: internal motivation, external motivation, and motivation.
(3). The thesis has shown the factors affecting the learning motivation of ethnic minority students, including aspects of the university learning environment, cultural integration of ethnic minority students; social backing received from family, friends, and significant individuals, daily discriminatory experiences, and the digital competencies required for university studies.
+ In practice
(1). The thesis has investigated and evaluated the current status of learning motivation of ethnic minority students through the forms of motivation: internal motivation, external motivation, and motivation; It has identified variations in internal and external motivation regarding gender, ethnicity, and learning outcomes and motivation regarding educational institutions and ethnicity... Additionally, it has demonstrated the positive impact of both internal and external learning motivation on the academic outcomes of ethnic minority students.
(2). The thesis has shown that there are many factors affecting the learning motivation of ethnic minority students, in which, the learning environment and social support received are factors that strongly affect the internal and external learning motivation of ethnic minority students. Factors like discrimination and cultural alignment have been shown to impact the motivation of ethnic minority students.
(3). The thesis has put forth several recommendations on solutions to help maintain and improve the learning motivation of ethnic minority students.
- Conclusions: The thesis has executed the essential components and steps in research. It has conducted a comprehensive literature review, established a theoretical foundation, identified a research model incorporating influential factors, and carried out a survey inquiry. The research objective, which aims to assess the current state of learning motivation and the factors influencing the learning motivation of ethnic minority students, has been achieved. The research findings have provided valuable insights and offered recommendations to sustain and enhance the learning motivation of ethnic minority students.

- Conduct comparative research to show the differences between majority students and ethnic minority students in terms of learning motivation.
- Conduct qualitative research, according to specific ethnic minority groups to create characteristics of each sample group of ethnic minority students. Conduct in-depth interviews with students' families to have a multi-dimensional and realistic perspective on the learning motivation of ethnic minority students and from there make recommendations of high practical value.
- Conduct research to examine the impact mechanism of learning motivation on the educational outcomes of ethnic minority students.

1. Pham Van Hue (2021), “The current situation of learning motivation of students in Social Sciences and Humanities”, Vap Vietnamese Journal of Psychology 06), pp. 16-29.
2. Pham Van Hue (2021), “Influence factors affecting the learning motivation of ethnic minority students in the case of online learning at University of Social Sciences and Humanities”, The International Conference on Contemporary Issues in Sustainable Development (CISD2021) part 1, Science and Technics Publishing House, pp. 176-186.
3. Pham Van Hue (2023), “Learning motivation of ethnic minority students: a review”, The first International Conference on the Issues of Social Sciences and Humanities, Vietnam National University Press, Hanoi, pp. 1227-1241.

Date:
Signature:
Full name: Pham Van Hue