Structural Analysis of the Influence of Learning Facilities, Lecturer Competence, and Quality of Academic Services on Learning Motivation with Student Satisfaction as a Mediation in Universities in Mimika Regency

Abstract

This study investigates the effect of learning facilities, lecturer competency, and academic service quality on students' learning motivation, with student satisfaction serving as a mediating variable. Using a quantitative approach and structural equation modeling via SmartPLS, data were collected from 320 students across six higher education institutions in Mimika Regency, Indonesia. The findings indicate that all three institutional quality variables significantly affect student satisfaction. Academic service quality emerged as the most dominant factor influencing satisfaction, followed by lecturer competency and learning facilities. While learning facilities did not directly influence learning motivation, their indirect effect through student satisfaction was statistically significant. Moreover, student satisfaction was found to be a strong predictor of learning motivation, acting as a key mediator in the model. These results highlight the importance of improving institutional quality through service enhancement and educational support infrastructure to foster students' internal motivation. The study provides actionable insights for educational policymakers and institutional leaders aiming to improve academic engagement and learning outcomes through strategic quality management.