The Relationship Between Lecturer–Student Interaction and Students’ Learning Motivation in Malaysia

This study aims to examine the relationship between lecturer–student interaction and learning motivation among Diploma in Early Childhood Education students at a Malaysian college. This quantitative research employed a survey design and involved 103 students selected through stratified random sampling. Data were collected using the student–Instructor Relationship Scale (SIRS) and the Academic Motivation Scale (AMS-C 28). Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) version 23.0, employing Pearson correlation and independent t-tests. The findings revealed a significant positive relationship between lecturer–student interaction and learning motivation (r = .495, p .05) or age (t (101) = –.604, p > .05). This study contributes meaningfully to the higher education landscape in Malaysia and Asia by underscoring that high-quality lecturer–student relationships serve as a crucial foundation for fostering student learning motivation. The study also contributes to the limited body of literature concerning lecturer–student interaction and learning motivation among diploma-level students in Malaysia, thereby providing contextual insight into the importance of relational teaching practices within Southeast Asian higher education environments. The findings also highlight the need to strengthen teaching practices that prioritise empathy, openness, and continuous support to enhance students’ holistic learning experiences. The implications of this study may assist policymakers and institutional leaders in designing academic development programmes that emphasise lecturers’ interpersonal competencies. Overall, the study reinforces those positive relational dynamics not only influence students’ motivation but also their emotional well-being and meaningful engagement in learning.