LEARNING MOTIVATIONS OF STUDENTS
FOR CULTURE AND CULTURAL TOURISM COURSES
AT THE SCHOOL OF HOSPITALITY AND TOURISM – HUE UNIVERSITY
Doan Khanh Hung, Vo Thi Kim Anh, Bui Thi Tam, Tran Huu Tuan1
Abstract: The study analyzes the learning motivation of students for culture and cultural
tourism courses at the School of Hospitality and Tourism - Hue University by building a model
based on factors affecting students” learning motivation. With 138 valid responses from the
survey of students at the School of Tourism - Hue University from April to May 2024, the research
results showed that the learning motivation of students for culture and cultural tourism courses
is affected by factors such as scientific understanding motivation, social motivation, career
motivation, and motivation from the students themselves. All of these factors have a positive
impact on student learning motivation. In particular, the motivation to perceive science and
knowledge strongly impacts students” learning motivation. This is followed by social motivation,
career motivation, and finally, self-motivation. The article also proposes some implications to
improve students” learning motivation for culture and cultural tourism courses at the School of
Tourism - Hue University in the future.
Keywords: learning motivation, learning activities, culture, cultural tourism
1. INTRODUCTION
The quality of education and training is a concern for every
country. A nation can only have a strong and sustainable economy
when it has an abundant workforce and continuously improves its
intellectual standards. In education, the formation and development
of learners” personalities are influenced by many factors, including
learning activities, learning motivation, and the organization of the
1
School of Hospitality and Tourism, Hue University, 22 Lam Hoang, Hue, Vietnam
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learning process to form motivation. However, in light of the demand
for innovation and the comprehensive enhancement of human quality,
the issue of activity motivation in general, and the learning motivation
of learners, in particular, needs to be further researched at a deeper
level to achieve more extraordinary achievements (Nguyen Quang
An, 2021).
Each student has many opportunities to demonstrate their
capabilities. Students can access international education, study through
modern technology, and have opportunities to find high-paying jobs.
However, for cognitive activities to be practical, in addition to knowing
how to take advantage and effectively utilize these opportunities,
students must identify their motivation to learn. Learning motivation
will govern cognitive activities and affect the outcomes of these
activities. Learning motivation is one of the essential components of
the overall personality structure and students” learning activities. It
impacts the student”s academic results and influences each individual”s
personality development.
Culture and cultural tourism are becoming one of the social sciences
and humanities, especially in the tourism field. It has an important
position and role in cultural and tourism self-awareness in the
development process of nations and countries. From there, it supports
the formation of knowledge, personality, and skills for students,
especially those majoring in tourism. Therefore, studying students”
learning motivation for cultural subjects at the School of Hospitality and
Tourism - Hue University will help clarify the theoretical foundations
of motivation and learning motivation while also providing a scientific
basis to find solutions to further improve the quality of education and
training for students at the university.
2. LITERATURE REVIEW
2.1. Learning Activities and Students” Learning Motivation
Learning activity is a human activity that is diverse and varied.
Human life is a series of continuously occurring activities. Through
activity, humans will absorb and comprehend previous generations”
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cultural and spiritual values crystallized in the products they create
to develop their psychological and conscious aspects. Regarding
individual development, three activities follow each other in human
life: recreation, learning, and labor. According to Le Van Hong (1998),
learning activity is a specific human activity controlled by the conscious
purpose of acquiring new knowledge, skills, techniques, values,
behavioral forms, and particular activities. According to Encônin (1960),
learning activity is primarily an activity through which changes occur
within the student. It is an activity aimed at self-transformation, where
the product is the changes within the subject themselves during the
implementation process. Additionally, learning activity with a purpose
consists of three components: learning motives, learning tasks, and
learning actions (Encônin,1960).
Each definition often emphasizes a particular aspect according to
the author”s perspective. Still, a common point in learning activities is
the presence of a conscious purpose, an awareness of motivation, and
the occurrence of cognitive processes, especially the thinking process.
University-level learning activities are specialized, with a narrower but
deeper scope, and aim to train experts and intellectuals for the country.
These activities are carried out under the guidance of the teaching staff.
In this process, mastering the fundamental content of information,
without which future professional activities cannot be carried out, is
essential (Nguyen Thac & Pham Thanh Nghi, 2007).
University learning activities are a unique form of psychological
activity organized by students to prepare them to become
comprehensive, creative experts with high professional qualifications.
The characteristics of this activity include intense intellectual tension
involving high-level psychological processes (thinking, emotions,
will), various activities, and the general. Student learning activities
constitute, in fact, a type of intense mental labor. The intensity of the
activity depends on the content and complexity of the tasks, the level of
knowledge, intellectual skills, and the general motivation and attitude
of the student”s personality. Therefore, there needs to be purposeful
encouragement for students during teaching and necessary guidance
without imposition.
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2.2. Motivation for Student Learning
Academic motivation is the desire of the student (reflected in his
approach, persistence, and level of interest) in academic subjects when
the student”s competence is compared to a standard of performance
or excellence. Student learning activities are purposeful, self-conscious
activities driven by a system of motives and involve the cognitive
process, from perceiving information to the most complex thinking
processes. Motivation is what drives individuals to act to achieve
specific goals (Nguyen Quang Uan, 2003). Learning motivation refers
to phenomena or stimuli that encourage students to achieve cognitive
results and develop their personalities. The object of learning requires
students to become motivated to drive learning activities consciously.
The students” correct and incorrect learning motivations are reflected
in the learning purposes that the students need to achieve. According
to Markova (1990), learning motivation reflects the object of learning
activities aimed at satisfying learning needs. Therefore, there is a close
relationship between needs and motivation. Learning motivation
transforms learning needs into positive and creative tendencies in
learning activities. On the contrary, learning motivation manifests
itself in learning needs. Learning needs are an essential initial step for
learning motivation.
According to Leonchiev (1974), learning motivation is the orientation
of students toward acquiring knowledge, achieving good grades, and
receiving praise from parents and teachers. Nguyen Thac and Pham
Thanh Nghi (2007) believe that learning motivation is a phenomenon
or stimuli that stimulates students to achieve cognitive results and
develop their personalities. According to Edmondson (1997), learning
motivation is the willingness to invest time, effort, and other potentials
of humans over a long period to achieve a predetermined goal. In
addition, Marcova (1990) believed that learning motivation reflects the
object of learning activities to satisfy the need for learning. Therefore,
needs and motivation are closely related. Learning motivation
transforms the need for learning, giving rise to positivity and creativity
in learning activities. Conversely, learning motivation is manifested in
the very need for learning. The need for learning is an essential initial
step in learning motivation.
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2.3. The Role of Motivation in Student Learning
Learning activities have two fundamental characteristics. One is that
learning is the process of interaction between individuals and objects.
Second, the consequences of interaction lead to sustained changes in
the individual”s perception, attitude, or behavior. Therefore, learning
activity is “The interaction process between individuals with an object,
which in turn leads to sustained changes in the perception, attitude or
behavior of that individual” (Duong, 2013).
In general, the definition of learning activity has sometimes been
different. According to The researcher”s conception, each concept
emphasizes learning activity somehow, but the authors agree that
the activity learns. Exercise is the self-conscious, conscious activity of
motives in which the process of receiving takes place consciousness,
especially the thought process. This research article accepts that
“Learning activity is a specific human activity controlled by the item.
Self-realization aims to acquire new knowledge, techniques, forms
of behavior, and certain types of activity”(Le, 1998). Motivation for
learning is one of the critical components of student learning. Pham
Minh Hac (2000) states, “Motivation is what motivates people to work
dynamics to achieve certain ends.” Human activity is an activity that
has a purpose motivated by certain motives. Engine activity is the
driving factor pushing, being the direct cause of action, maintaining
interest, and helping the subject overcome all difficulties to achieve the
intended goal. Therefore, identifying and shaping the right learning
motivation will determine student learning outcomes.
2.4. Factors Influencing Study Motivation
Many factors influence students” motivation to study, such as
lesson content, interpersonal relationships within the group, among
classmates, achievements obtained, competitive atmosphere in
the class, etc. The strength and nature of study motivation depend
on the significance and purpose set for the learning activity and its
significance. In this study, we address two factors affecting students”