Motivation to learn and teach home economics in higher education: Predictors and comparative analysis

Motivation, influenced by key personal and professional factors, plays a crucial role in the performance of both students and teachers. This study examined the motivational factors of higher education students and teachers in learning and teaching Home Economics (HE) in a state university. A total of 344 participants—294 students and 50 teachers—were surveyed using researcher-developed and adapted instruments. Data were analyzed using descriptive and inferential statistics at a 95% confidence level. HE students reported an overall motivation mean of 3.46, interpreted as “frequently motivated.” Female students were slightly more motivated than males (t = 1.971, p = 0.050, d = 0.23), while no significant gender difference was found among teachers (t = 1.210, p = 0.230, d = 0.27). Student motivation showed a weak positive correlation with age (r = 0.196, p = 0.001) and increased across year levels (F = 4.87, p = 0.003, η 2 p = 0.047), with fourth-year students reporting higher motivation than first-year students. Motivation also differed by major (H = 8.37, p = 0.015, ε 2 = 0.018), with General HE students showing the highest motivation. Among teachers, motivation was positively associated with age (r = 0.215, p = 0.021) and academic rank (F = 4.32, p = 0.019, η 2 p = 0.146), while educational qualification showed no significant effect (p = 0.240). Regression analysis indicated that age (B = 0.042, β = 0.187, p = 0.001), year level (B = 0.036, β = 0.132, p = 0.010), and major (B = −0.055, β = −0.169, p = 0.006) were significantly associated with motivation and collectively accounted for 14.2% of the variance in motivation. HE teachers reported an overall motivation mean of 3.37. Age (r = 0.215, p = 0.021) and academic rank (F(2,44) = 4.32, p = 0.019) were significantly associated with motivation. Regression results showed age (B = 0.035, β = 0.256, p = 0.010) and rank (B = 0.048, β = 0.223, p = 0.013) explained 16.8% of the variance. These findings indicate that motivation among HE students and teachers is associated with several personal, academic, and professional factors, including age, year level, major, and academic rank. While causal relationships cannot be established from the present cross-sectional study, the results highlight the potential value of targeted student support and professional development initiatives in promoting engagement and commitment in HE education.