Factors that influence demotivation towards learning language and literature: perspective from basic education students Factores que inciden en la desmotivación hacia el aprendizaje de lengua y literatura: perspectiva desde los estudiantes de educación básica

Abstract

Student demotivation toward language and literature learning constitutes a critical educational problem that affects the development of fundamental communicative skills. This study analyzes the determining factors of demotivation from the perspective of elementary school students using a sequential explanatory mixed-method approach. Validated surveys were administered to 384 students in grades 6 to 9, and semi-structured interviews were conducted with 24 purposively selected participants from 4 public educational institutions. The results reveal that the main demotivating factors include traditionalist methodologies, decontextualized content, punitive assessments, and a lack of connection with personal interests. Confirmatory factor analysis identified five critical dimensions: methodological, curricular, evaluative, contextual, and personal. Significant differences were found by academic grade and socioeconomic status. Qualitative thematic analysis revealed six emerging patterns: outdated pedagogical practices, generational curricular disconnection, punitive assessment culture, material shortages, deteriorating teacher-student relationships, and the construction of personal incompetence. The implications suggest the need for systemic pedagogical transformations that incorporate active methodologies, curricular diversification, authentic assessment, and ongoing teacher training to address this problem and promote intrinsic motivation toward essential communication skills.