<![CDATA[Major-interest mismatch is a condition experienced by some students of Islamic Religious Education (PAI), arising from family direction, limited study options, or situational circumstances at enrollment. This condition can weaken learning motivation, even though students’ academic persistence depends heavily on the quality of their motivation. This study aims to explore the motivational experiences of PAI students whose study program does not match their primary interest, to identify the factors sustaining their academic persistence, and to understand their meaning-making process. This study employs a qualitative phenomenological approach involving eight PAI students at Universitas Muhammadiyah Yogyakarta, selected through purposive sampling until data saturation. Data were collected through semi-structured in-depth interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal three themes: students entered PAI without strong initial enthusiasm and their early motivation was externally regulated; their persistence was sustained by peer support, the Islamic campus environment, inspiring lecturers, parents, and pragmatic considerations; and they gradually built tiered self-acceptance, although most would choose a different major given another chance. These findings affirm that PAI students’ motivational dynamics are best understood by integrating Self-Determination Theory and the Integrative Motivational Framework for PAI. This study contributes a phenomenological synthesis that extends Self-Determination Theory by showing how spiritual-theological internalization operates alongside psychological need-fulfillment and pedagogical support in shaping the motivational trajectories of Islamic Religious Education students.]]>
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