<![CDATA[This study aims to analyze the partial and simultaneous effects of financial literacy, self-efficacy, financial technology, and motivation on stock investment intention among Generation Z university students in Purwokerto. The research applies an integrative conceptual framework based on the Theory of Planned Behavior (TPB). A quantitative associative approach with a cross-sectional survey design was employed. Data collection was conducted through questionnaires distributed via Google Forms from March to June 2026. The population comprised 9,711 students from the Faculty of Economics and Business across six higher education institutions in Purwokerto. The sampling technique utilized purposive sampling using Slovin's formula (), yielding a final sample of 389 qualified respondents. Data analysis techniques included multiple linear regression, t-test, F-test, and the coefficient of determination (). Results: The multiple linear regression analysis revealed that financial literacy (), self-efficacy (), financial technology (), and motivation () each exerted a statistically significant positive effect on stock investment intention. Motivation emerged as the most dominant predictor, yielding the highest Standardized Beta coefficient (0.309). Simultaneously, all four independent variables significantly impacted stock investment intention () with an Adjusted of 0.602. This indicates that 60.2% of the variance in stock investment intention can be explained by this model, while the remaining 39.8% is influenced by other factors outside the scope of this study. Conclusion: Enhancing stock investment intention among Generation Z students requires a combination of financial understanding, self-confidence, technological ease, and internal as well as external motivational drives. Higher education institutions and regulators (OJK/IDX) are advised to strengthen motivation- and literacy-based education programs, while fintech developers should optimize the reliability of interactive educational features.]]>
