Behavioral and Motivational Determinants of Students’ Intentions to Pursue International Education: Evidence from Nepal

Abstract

This study examines the influence of behavioral and motivational factors on students’ intention to pursue international education in Nepal by integrating the Theory of Planned Behavior and Self-Determination Theory. Using a structured questionnaire, primary data were collected from 300 students across different provinces of Nepal. The specific objectives were to describe students’ behavioural and motivational constructs, examine their relationships with intention, and determine their predictive influence on students’ intention to pursue international education. Employing a quantitative, cross-sectional design the data were analyzed using correlation and multiple regression techniques. The findings reveal that perceived behavioral control is the most significant predictor of students’ intention, followed by extrinsic motivation and subjective norms, while attitude shows a weak positive effect and intrinsic motivation is statistically insignificant. The results indicate that students’ decisions to study abroad are primarily driven by external constraints and opportunities, including financial capability, career prospects, migration pathways, and social expectations, rather than intrinsic academic interest. The study provides strong support for the Theory of Planned Behavior and partial support for Self-Determination Theory in the Nepalese context. By offering a comprehensive behavioral–motivational framework, this study contributes to the limited empirical literature on international student mobility in Nepal and provides practical insights for policymakers and educational institutions to better align strategies with students’ motivations and constraints.