Students' motivation to learn at their chosen faculty: a theoretical and contextual approach

This article aims to explore the main theories of motivation - Self-Determination Theory, Expectancy-Value Theory, and Self-Efficacy Theory - in order to analyze students' learning behavior in relation to the faculty they have chosen. The analysis of these theoretical frameworks allows for the identification of the factors that influence the initiation, direction, intensity, and persistence of academic effort. It highlights the differences between intrinsic motivation, driven by personal interests, internal values, and passion for the field, and extrinsic motivation, influenced by external rewards, social pressures, or professional opportunities. The examples provided are anchored in the reality of students enrolled in tourism-related programs, illustrating how they structure their academic decisions based on perceived self-efficacy, the value assigned to the chosen field, and the degree of autonomy experienced in the educational process. Understanding these aspects contributes to the development of educational and institutional interventions that support students' authentic motivation and well-being within the university environment.