Factors Influencing Student Motivation in Classroom Learning: A Literature Review

Abstract

Student motivation plays an important role in students’ engagement, persistence, and participation in classroom learning activities. However, motivation is influenced by various psychological, instructional, social, and contextual factors. This study aims to examine the factors influencing student motivation in classroom learning and to identify strategies that may support students’ motivation and engagement. This study employed a systematic literature review approach with qualitative content analysis. Literature was searched using Google Scholar, ERIC, and ScienceDirect with combinations of the keywords “student motivation,” “learning motivation,” “classroom learning,” “student engagement,” “motivating teaching,” “teacher support,” and “Self-Determination Theory.” The search focused primarily on publications from 2020 to 2025, while relevant theoretical and contextual studies were retained when necessary. Following relevance and eligibility screening, 10 studies were included in the final qualitative synthesis. The findings indicate that student motivation is influenced by four interconnected dimensions: autonomy, competence, relatedness, and contextual influences. Competence and autonomous forms of motivation were consistently associated with positive learning-related outcomes, while teacher support, motivating teaching practices, classroom relationships, and learning environments influenced students’ motivation and engagement. The findings also indicate that student-centered and autonomy-supportive practices, competence-supportive feedback, positive teacher student relationships, and purposeful use of technology may support motivation. However, the applicability of these strategies varies according to educational level and learning context. Therefore, efforts to improve student motivation should consider both students’ psychological needs and the characteristics of the classroom environment