Business undergraduates' perceptions of motivation to learn: Empirical evidence from Pakistan

Motivation to learn is considered imperative to students' academic achievement in higher education. Current research explains the role and impact of personality, peers, faculty, family, and learning aids on business students' motivation to learn. Qualitative data through interviews from faculty is collected which forms the basis of a questionnaire, alongside rigorous literature review. Further, a random sample of 531 undergraduate business students enrolled in a Pakistani university is selected. The role and impact of identified variables on motivation to learn has been presented and explained through qualitative and quantitative measures. Results of the study indicate that all the variables used in this research are validated and considered important to stimulate undergraduate business students' motivation to learn. Research answering the business students' motivation to learn from developing country's perspective is absent where current study intends to fill this knowledge gap.