MOTIVATIONAL DYNAMICS IN STUDENT EXECUTIVE ORGANIZATIONS: EVIDENCE FROM A VOCATIONAL SCHOOL CONTEXT

Abstract

Student executive organizations play an important role in developing students’ leadership and professional competencies, yet maintaining motivation within these organizations remains a challenge. This study aims to investigate the motivational dynamics of students in a student executive organization within a vocational school context. This research employs a qualitative descriptive approach with purposive sampling, data were collected through interview and observation,  and analyzed using the Miles and Huberman interactive model. The findings indicate that self-consistency is the primary intrinsic motivator sustaining students’ engagement, while social support from family and peers serves as a significant external source of motivation; furthermore, motivational stability is maintained through a positive mindset and effective time management. These findings highlight that motivation is shaped by the interaction of internal commitment, social environment, and self-regulation strategies. This study contributes by providing contextual insights into motivational dynamics in vocational student organizations and offering practical implications for enhancing student engagement and organizational performance.