A Structural Model of Participation in Innovation and Design Competitions among Malaysian University Students

Abstract

In Malaysian higher education, outside academic programs such as innovation and design competitions are increasingly recognised as vital pathways for student development, professional readiness, and industry engagement. However, student participation in these initiatives remains inconsistent, prompting questions about what drives behavioural intention in this voluntary academic context. This study proposes and tests an extended UTAUT-based model, integrating constructs from educational psychology—namely Motivation and Self-Efficacy—to explore how cognitive, motivational, social, and structural factors influence students’ attitudes and intentions. Using data from 502 undergraduate students in public universities and analysed through Partial Least Squares Structural Equation Modelling (PLS-SEM), the results demonstrate that Self-Efficacy, Performance Expectancy, Social Influence, and Facilitating Conditions significantly predict Motivation, which in turn influences Attitude and Behavioural Intention. Attitude emerges as the most powerful predictor of intention, while Motivation acts as a mediating force connecting internal beliefs to evaluative judgments. Facilitating Conditions and Performance Expectancy also directly affect intention, underscoring the role of institutional support and perceived utility. The study offers a nuanced theoretical model and practical recommendations for universities aiming to increase engagement in extracurricular academic programs. By reframing Motivation as both an outcome and a strategic lever, the research contributes to a more holistic understanding of student participation behaviour.