<![CDATA[Objective: As higher education continues to evolve, higher education institutions face the challenge of maintaining and strengthening student motivation across different learning environments. To address this issue, this study examines how the learning environment influences student motivation, with goal orientation serving as a mediating variable. The study also explores whether these relationships differ across gender groups. Method: This study employed a survey design using structured questionnaires. Out of 300 questionnaires distributed, a total of 234 datasets were analyzed using SEM-PLS, including both measurement and structural model evaluations. Results: The findings confirm that student motivation emerges from the interaction between external factors and internal processes rather than functioning solely as a direct response to learning environment conditions. The results also indicate that no significant differences are observed in the perceived relationships among constructs across gender groups. Novelty: The research gap addressed in this study lies in the limited understanding of the mediating role of goal orientation in the relationship between the learning environment and student motivation, as well as the limited number of studies examining gender differences in these relationships among constructs.]]>
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