Theoretical analysis of the influence of university students’ emotional well-being on the formation of academic motivation in a multinational learning environment

The aim of the study is to identify mechanisms through which students’ emotional well-being influences their academic motivation within a multinational university context. The article explores sociocultural factors related to ethnicity, traditions, and the dynamics of intercultural interaction. Findings demonstrate that internal cognitive motives reinforce the personal dimension of well-being, while pressure from ethnocultural norms increases maladaptive strategies – such as avoidance and external prestige motives – which lead to emotional distress. Scientific novelty lies in the integrative approach that combines models of emotional well-being and academic motivation with cross-cultural and metacognitive analysis, allowing the identification of moderation mechanisms specific to multinational settings. Results show that a high level of emotional well-being, grounded in a sense of competence and autonomy, is a key predictor of intrinsic academic motivation; whereas sociocultural directivity shifts the motivational balance toward external regulation. The conclusions highlight the need to promote interethnic tolerance, metacognitive self-regulation, and inclusive educational practices to build sustainable student motivation.