Effect of Motivation to Learn and Environmental Factors on University Students' Study Habits

Authors

  • Eldis Román Cao Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador
  • Alexander López Padrón Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador
  • Yunia Tania Pérez Medinilla Department of Physics and Mathematics, Faculty of Pedagogical Sciences, University of Sancti Spíritus "José Martí Perez", Ave. de los Mártires y Carretera Central, No. 360, Sancti Spíritus, CP: 60100, Cuba
  • Erisadanis Díaz Pérez Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador
  • Antonio Clarencio Guzmán Ramírez Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador

DOI:

https://doi.org/10.15503/jecs2026.1.667.679

Keywords:

study habit, motivation for learning, University students, learning environment , study organization, time distribution

Abstract

Aim. The objective of this cross-sectional study was to analyze the relationship between age, sex, study environment conditions, motivation to learn, and study habits among university students at the Technical University of Manabí, Ecuador.

Methods. A descriptive-correlational study with predictive scope was conducted using a non-experimental, cross-sectional design. A self-report questionnaire was administered to assess study environment conditions, motivation to learn, and study habits to 273 university students between October 2023 and January 2024. Descriptive statistics, correlational analyses, and multiple linear regression were performed using IBM SPSS Statistics (version 27).

Results. Descriptive analyses revealed high levels of motivation to learn, moderate levels of study habits, and comparatively lower levels of favorable environmental conditions for studying. Correlational analyses showed positive and significant associations between environmental conditions, motivation to learn, and study habits. The regression model explained 16% of the variance in study habits, identifying motivation to learn as the strongest predictor, followed by environmental conditions, while age was not significant and gender showed a small effect.

Conclusions. Study habits in higher education are better explained by the combined contribution of motivational and contextual factors than by static sociodemographic characteristics. Motivation guides academic engagement, while environmental conditions facilitate its stabilization in consistent study routines.

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Author Biographies

  • Eldis Román Cao, Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador

    Faculty of Graduate Studies, Technical University of Manabí, Portoviejo, Ecuador. Doctor in Pedagogical Sciences and Master in Educational Sciences. Principal Professor at the Research Institute of the Technical University of Manabí (UTM) and Director of Editions UTM. Coordinator of the online Master's Degree in Education at UTM. General Director of the Education Studies Network (REED). He currently directs the projects. He has published more than 30 scientific articles in impact journals. He has been invited as a lecturer at universities in Mexico, Brazil, Ecuador, Venezuela, Colombia and Cuba. Member of several scientific and editorial boards in international impact journals.

  • Alexander López Padrón, Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador

    Faculty of Graduate Studies, Technical University of Manabí, Portoviejo, Ecuador. Director of Academic Management and Principal Professor at the Technical University of Manabí, Research Associate 2 (REG-INV-19-03609) accredited by SENESCYT in Ecuador, postdoctoral fellow at the University of Alicante, Spain. He has participated in 23 R+D+i projects, with more than 70 contributions (articles, books and book chapters) and 22 scientific merit awards. Member of the Evaluation Committee of the Journal of New Approaches in Educational Research.

  • Yunia Tania Pérez Medinilla, Department of Physics and Mathematics, Faculty of Pedagogical Sciences, University of Sancti Spíritus "José Martí Perez", Ave. de los Mártires y Carretera Central, No. 360, Sancti Spíritus, CP: 60100, Cuba

    Department of Physics and Mathematics at the Faculty of Pedagogical Sciences, University of Sancti Spíritus "José Martí Perez", Cuba. Graduated with a Bachelor's degree in Education, specializing in Mathematics, from the Silverio Blanco Núñez Higher Pedagogical Institute in the province of Sancti Spíritus. Holds a Master’s degree in Educational Sciences and is an Assistant Professor in the Mathematics-Physics Department at the University of Sancti Spíritus “José Martí Pérez.” Her professional development has focused on Mathematics Didactics, Statistics in Higher Education, and the use of statistical software for information processing and as a teaching tool. She has taught postgraduate courses independently and as part of diploma programs in Informatics and Statistics, as well as in the Master’s program in Management, covering topics such as information technology, data analysis, and the application of statistical techniques for data processing. She has conducted research on teaching-learning strategies and hypermedia concept maps for teaching Statistics and has served as a statistical advisor for studies on multiple sclerosis. At the undergraduate level, she has taught Advanced Mathematics, Probability and Statistics, and Econometrics for programs in Computer Engineering, Industrial Engineering, Accounting and Finance, Sociocultural Studies, Psychology, Agronomy, and Veterinary Medicine. She has participated in national and international events hosted by the Cuban Society of Mathematics and Computing, Pedagogical Science conferences, national events on Mathematics Education, and international events on multiple sclerosis studies. Her publications appear in journals such as Portales Médicos, the Cuban Journal of Neurology and Neurosurgery, the IPLA Journal, Archivos de Neurociencias, and Neurología (Spain). She has supervised Master’s theses in Management and diploma research in Applied Informatics and Statistics. Additionally, she has served on examination boards for Master’s programs in Educational Sciences, Informatics, and Management.

  • Erisadanis Díaz Pérez, Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador

    Faculty of Graduate Studies, Technical University of Manabí, Portoviejo, Ecuador. Bachelor’s degree in Tourism and Master’s student in Project Management at the Technical University of Manabí, Ecuador. Teaching assistant in tutoring and educational guidance. She has participated in and presented papers at several national and international conferences and has published articles in high-impact scientific journals, the most recent indexed in Scopus: Educational Strategy for Vocational and Professional Guidance for Tenth-Year Students. Member of the project Management of Autonomous Work, Teaching, and Educational Research (GTADIE).

  • Antonio Clarencio Guzmán Ramírez, Faculty of Graduate Studies, Technical University of Manabí, Ave. Urbina y Che Guevara, Portoviejo, CP: 130105, Ecuador

    Faculty of Graduate Studies, Technical University of Manabí, Portoviejo, Ecuador. Bachelor in Education with a specialization in History, Specialist in Pedagogy, Master in Educational Research, and Doctor in Pedagogical Sciences. He works at the Technical University of Manabí, Ecuador, serving as a professor and General Coordinator of Graduate Studies in the Faculty of Graduate Studies. He also coordinates the Master's programs in Professional Pedagogy with a focus on Technical High School Education and Professional Pedagogy with a focus on Psychopedagogical Intervention. He has extensive experience as an educator in Education and Pedagogy at undergraduate, master's, and doctoral levels. He has systematically led research projects and participated in scientific events as a technical commission president, speaker, presenter, and tribunal member. Additionally, he serves as a peer reviewer for various indexed journals. He has an extensive body of publications, including books and scientific articles indexed

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Published

2026-06-27

Issue

Vol. 17 No. 1 (2026): Journal of Education Culture and Society

Section

DYNAMICS

License

Copyright (c) 2026 Eldis Román Cao, Alexander López Padrón, Yunia Tania Pérez Medinilla, Erisadanis Díaz Pérez, Antonio Clarencio Guzmán Ramírez

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How to Cite

Cao, E. R. ., Alexander López Padrón, Yunia Tania Pérez Medinilla, Erisadanis Díaz Pérez, & Antonio Clarencio Guzmán Ramírez. (2026). Effect of Motivation to Learn and Environmental Factors on University Students’ Study Habits. Journal of Education Culture and Society, 17(1), 667-679. https://doi.org/10.15503/jecs2026.1.667.679