STUDENTS’ HIGHER EDUCATION INTEREST FROM AN ECONOMIC PERSPECTIVE: THE ROLES OF MOTIVATION, LEARNING CULTURE, SELF-EFFICACY, AND ACHIEVEMENT NEEDS

Abstract

The interest in continuing studies is a crucial aspect of improving the quality of human resources. Internal factors such as learning motivation, learning culture, and self- efficacy are believed to play a role in shaping this interest. In addition, the need for achievement is also expected to be a mediating variable in the relationship between these factors and the interest in continuing education. The purpose of this study is to determine the influence of learning motivation, learning culture, self-efficacy, and the need achievement on the interest in continuing studies at the university level. This study was conducted in high schools in the city of Samarinda. The population in this study consisted of 1,640 twelfth-grade students. The sample was selected using proportional random sampling, comprising 410 respondents. Data collection methods included questionnaires, interviews, and documentation. Data analysis utilized CFA. Data were analyzed using descriptive and inferential statistical techniques. Model fit testing was performed using SEM with the LISREL program. The results of this study are: (1) Learning culture and self-efficacy have a positive and significant influence on the interest in continuing studies, whereas learning motivation and the need for achievement do not influence the interest in continuing studies. (2) Learning motivation, learning culture, and self-efficacy influence the need for achievement. (3) Learning motivation, learning culture, and self-efficacy do not influence the desire to continue one’s studies through the need to achieve. This study concludes that learning culture and self-efficacy have a significant influence on the desire to continue one’s studies.