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Driving Student Engagement through Reading Motivation: A Tertiary-Level Analysis of Self-Efficacy and Motivational Factors
Bunteng Long
Western University, Phnom Penh, Cambodia
ISSN: 3078-4131 (Print)
DOI: https://doi.org/10.71215/cjbpp.202625
Keywords: Self-Efficacy, Intrinsic Motivation, Extrinsic Motivation, Social Motivation, Reading Motivation
Published: 2026-01-06
How to Cite in APA Style: Long. B, (2026). Driving student engagement through reading motivation: A tertiary-level analysis of self-efficacy and motivational factors. Cambodia Journal for Business and Professional Practice, 2026(2), 107–123.
DownloadAbstract
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.
Authors’ Biography
Bunteng Long is a professor, a scholar and a researcher who has a doctoral degree in Innovative Technology and Business Management, a Master's degree in General Management from Assumption University of Thailand (AU), and a Bachelor's degree in Finance and Banking from the National University of Management (Cambodia). He has been in higher education for almost 20 years. In this education career, he has been teaching different disciplines of business-related courses, researches, digital business, and supply chain management in both undergraduate and post-graduate levels. Moreover, Dr. Bunteng has developed and designed a number of academic programs and professional skills and has provided several corporate training courses in the business industry. At the same time, he has also produced several articles and journals, all of which have been published internationally. He is also a well-recognized reviewer and supervisor for lots of researches and articles for higher educational institutions in Cambodia. In late 2023, Dr. Bunteng was awarded an outstanding Ph.D. 'S holder's Award for his Research contribution in Digital Education by ACLEDA Institute of Business and a nomination as a research fellow and visiting scholar at a well-known university in Malaysia, the INTI International University of Malaysia.
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The authors are solely responsible for the content of this article. The views expressed herein are those of the authors and do not necessarily reflect the views of the journal, its editors, or the publisher.
