Driving Student Engagement through Reading Motivation: A Tertiary-Level Analysis of Self-Efficacy and Motivational Factors

This study investigates the influence of multidimensional factors, self-efficacy, intrinsic, extrinsic, and social motivation on reading motivation among undergraduate students in Cambodian higher education, with a specific focus on business-related disciplines. Employing quantitative research design, data were collected from 360 students across various majors and academic year levels using a structured questionnaire disseminated via digital platforms. A non-probability sampling strategy—combining convenience, purposive, and quota techniques—was adopted to ensure diverse representation. The instrument measured key motivational constructs using a five-point Likert scale. A total of 360 valid responses were obtained and analyzed using SPSS, JASP software and a structured excel calculator. SPSS (26) and JASP (0.19.3) were used to check factor loading and internal consistency (Cronbach’s alpha), run correlation matrics, and analyze multiple regressions to test the relationships among variables. And a structured excel calculator was used to calculate composite reliability (CR), average variance extract (AVE), and discriminant validity. Findings revealed that self-efficacy and extrinsic motivation have significant influences on reading motivation. However, intrinsic motivation and social motivation did not have significant effect on reading motivation. These results revealed pathways linking motivational dimensions to students’ reading engagement, offering empirical insights to inform curriculum design, faculty development, and student support strategies. The study contributes to evidence-based improvements in academic engagement and institutional quality enhancement within the Cambodian higher education context.