Internal and external motivation in the educational environment of Russia and China

this article explores the characteristics of intrinsic and extrinsic motivation among university students in Russia and China within the context of their educational environments. Based on empirical data analysis, it identifies key similarities and differences in motivation structures shaped by cultural, social, and institutional factors. The findings show that Chinese students are more strongly influenced by external stimuli, such as social approval, career success, and family pressure, while Russian students tend to exhibit intrinsic motivation, driven by interest in learning, self-realization, and personal growth. The article discusses pedagogical and organizational strategies that promote stable academic motivation in both contexts. The findings may be useful for educators, administrators, and curriculum developers working in international educational settings.

academic motivation, intrinsic motivation, extrinsic motivation, students, Russia, China, cross-cultural research, higher education