<![CDATA[Learning discipline is important for effective primary education because it supports classroom stability, student engagement, and motivation, yet empirical evidence on its influence on motivation from an educational management perspective remains limited. This study aimed to analyze the influence of instructional discipline on students’ learning motivation and examine its contribution to students’ motivational engagement during learning activities. The study employed a quantitative approach with an ex post facto research design involving fifth-grade elementary school students selected through saturated sampling. Data were collected using validated Likert-scale questionnaires measuring instructional discipline and students’ learning motivation. The data were analyzed using descriptive statistics and simple linear regression with statistical software. The findings demonstrated that instructional discipline had a positive and statistically significant influence on students’ learning motivation. The regression analysis further indicated that stronger instructional discipline was associated with greater motivational engagement during learning activities, while the coefficient of determination showed that instructional discipline accounted for a substantial proportion of the variance in students’ learning motivation. The findings show that instructional consistency, classroom organization, and pedagogical stability support student motivation, indicating that learning discipline should be viewed as a psychopedagogical mechanism rather than mere administrative compliance, with implications for strengthening supervision, pedagogical accountability, and classroom management to improve motivation and learning quality in primary schools.]]>
