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Effect of Intrinsic and Extrinsic Motivation on Academic Performance

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Effect of Intrinsic and Extrinsic Motivation on Academic Performance

Nadia Ayub

Education & Social Sciences

Institute of Business Management

[email protected]

Abstract

The aim of the present study was to explore relationship between intrinsic and extrinsic

motivation on academic performance. Based on literature review following hypotheses were

formulated 1) there would be a positive correlation between intrinsic and extrinsic motivation

on academic performance. 2). There would be a gender difference on intrinsic and extrinsic

motivation on academic performance. A sample of 200 students (100 males and 100 females)

was selected from different colleges of Karachi. The age of the participants ranged from 18-21

years (with mean age of 18.56 years). Their educational level was at least intermediate and

socioeconomic status was middle and high class. The Academic Motivation Scale (Vallerand,

1992) was administered to assess academic intrinsic and extrinsic motivation and academic

performance was measured through last GPA. In order to interpret the results Pearson

Product Moment Correlation Coefficients was calculated to assess relationship between

academic motivations. Results suggest that intrinsic and extrinsic motivation and academic

performance were positively correlated(r=.563; n=200; sig=.000).Furthermore, gender

difference was found (t=4.324, p <.05) on motivation and academic performance. To

conclude, findings of the results illustrates that motivation improves academic performance of

the students. In addition, there is gender difference in motivation type and academic

performance.

KEY WORDS: Intrinsic Motivation, Extrinsic Motivation, Academic Performance

INTRODUCTION

Motivation is a significantly important factor for academic learning and achievement

across childhood through adolescence (Elliot & Dweck, 2005). According to Uguroglu &

Walbert (1979), motivation is an important contributor to student achievement. Research has

shown that motivation is related to various outcomes such as curiosity, persistence, learning

and performance (Deci and Ryan, 1985). According to Self-determination theory (Ryan &

Deci, 2000) there are three types of motivation i.e. extrinsic motivation, intrinsic motivation,

and amotivation.

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Extrinsic motivation can be defined as, “it pertains to a wide variety of behaviors that

are engaged in as a means to an end and not for their own sake” (Deci, 1975). There are four-

type of extrinsic motivation according to self-determination theory i.e. external regulation,

introjections, and identification. External regulation behavior is regulated through external

means such as rewards and constraints. In introjected regulation, an individual begins to

internalize the reasons for his or her actions. Furthermore, the extent to which the behavior

becomes valued and judged important for the individual, and especially that it is perceived as

chosen by oneself, then the internalization of extrinsic motives becomes regulated through

identification.

Intrinsic motivation refers to being in an activity for itself, and the pleasure and

satisfaction derived from participation (Deci, 1975). Academic intrinsic motivation plays

significant role in achievement, competency and academic learning. Deci and Ryan (1985)

posit that intrinsic motivation stems from the innate psychological needs of competence and

self-determination. Literature suggests intrinsic motivation reveals the presence of three types

of intrinsic motivation: to know, to experience stimulation, and to accomplish things. Intrinsic

motivation to know relays to several constructs such as exploration, curiosity, learning goals,

intrinsic intellectuality, and finally intrinsic motivation to learn (Gottfried, 1985; Harter, 1981).

Intrinsic motivation towards accomplishment has been studied in developmental psychology as

well as in educational research under concept such as mastery motivation (Harter, 1981).

Other researchers suggest that individual interact with the environment in order to feel

competent, and to create unique accomplishments (Deci, 1975; Deci and Ryan, 1985, 1991).

Intrinsic motivation to experience stimulation take place when someone engages in an activity

in order to experience stimulating sensations (e.g., aesthetic experiences, sensory pleasure,

with fun and excitement) derived from one's engagement in the activity. Research on the

dynamic and holistic sensation of flow, on feelings of excitement in intrinsic motivation, on

aesthetic stimulating experiences, and peak experiences is representative of this form of

intrinsic motivation.

Amotivated is the third type of motivation. In amotivated motivation, individuals

neither intrinsically motivated nor extrinsically motivated. Amotivated individual experience

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feelings of incompetence and expectancies of uncontrollability they perceive their behavior as

caused by forces out of their own control. They feel undeceived, and start asking themselves

why in the world they go to school. Eventually they may stop participating in academic

activities.

Numerous studies suggested that from childhood through adolescence, across varied

populations, those with higher academic intrinsic motivation have been found to be more

competent in school, generally evidencing significantly greater academic achievement, more

positive perceptions of their academic competency, lower academic anxiety, and less extrinsic

motivation (Gottfried, A.W., Gottfried, Cook, & Morris, 2005).

Gender difference is one of the important variables in motivation type. Literature shows

that, “boys show a greater degree of extrinsic motivational orientation” (Anderman &

Anderman, 1999), while girls show a greater intrinsic motivation (Mecca & Holt, 1993).

Whereas on academic performance Schiefele, Krapp, and Winteler (1992) strongly suggests

that, “male students’ performance accords their interest level more than is the case for female

students”. In particular, “female students’ academic performance is less associated with their

interests than male students’ academic performance” (Schiefele, Krapp, & Winteler, 1992).

In the light of above studies, the main objective of the present study was to examine the

relationship between extrinsic and intrinsic motivation on academic performance. Furthermore,

this study explores gender difference on the variable of extrinsic motivations, and intrinsic

motivation.

METHODOLOGY

Sample

The Sample comprised of 200 (i.e. 100 males; 100 females). The age range is between

18-21 years and means age was 18.56. Each participant has completed his high school and

studies in various colleges situated in Karachi, Pakistan. Participants belong to different socio-

economic background. All subjects volunteered to participate in the study.

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Measure

A demographic form was filled by the participants, which included the information

about age, gender, qualification, family structure, and socio economic status.

Academic Motivation Scale (AMS; Vallerand et al., 1992). The AMS consists of 28

items. Each subscale consists of four items each; thus, subscales scores can range from four to

twenty-eight. There are seven subscales on the AMS: Intrinsic Motivation to Know (IMTK),

Intrinsic Motivation to Accomplish (IMTA), Intrinsic Motivation to Experience Stimulation

(IMES), Identified Regulation (EMID), Introjected Regulation (EMIN), External Regulation

(EMER), and Amotivation (AMOT). That participants rated on a scale ranging from one (does

not correspond at all) to seven (corresponds exactly).

Procedure

The questionnaire was distributed to respondents and they completed the questionnaire

manually. The data was collected individually. At the beginning of each questionnaire, an

overview was provided. All respondents must fill a demographic form, which includes

information on gender, age, qualification, family structure, and socio economic status. The

researcher gave direction for the Academic Motivation Scale (Vallerand, 1992). Participation

was voluntary and the responses were anonymous. The respondents were informed about the

purpose of the research. The researcher informed participants that all information would be

kept confidential.

Statistical Analysis

After collection of data the test sheets were scored. Academic Motivation Scale

(Vallerand, 1992) was scored according to the instructions given in the manual. Pearson

Product Moment Correlation Coefficient and t-test were applied through Statistical Package for

Social Sciences, 13 versions was used to determine the relationship.

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RESULTS

Table 1Correlation between Motivation and Academic Performance

Grade Point

Significance

Academic Motivation

.563**

.000

Note. Shows correlation between academic motivation and academic performance significant

at**p=.000

Table 2 t- test Gender Difference on Academic Motivation and Academic Performance

Variable

Gender

N

Mean

Std Dev

t

df

Sig

Academic

Motivation

Female

200 131.13

6.386

4.324 198 .000

Male

200 126.91

7.379

Note. Verifies Significant difference was found between male and female (t= 4.324, df =198,

p<.05) on the variable of academic motivation and academic performance.

DISCUSION

The basic aim of the study was to found out correlation between extrinsic and intrinsic

motivation on academic performance. Furthermore, the study investigated gender difference on

the variable of extrinsic and intrinsic motivation on academic performance.

The result of the first hypothesis, which evaluates the correlation between motivation

and academic performance, is found to be significant (r =.563; n=200). These findings are

consistent with previous literature. For example, Johnson (1996), Broussard and Garrison

(2004), Skaalvik and Skaalvik (2006), and Sandra (2002) found significant relationship

between academic performance and motivation. Similarly, Johnson (1996) found that academic

achievement is highly correlated with student’s motivation. However, Bank and Finlapson

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(1980) found that successful students were found to have significantly higher motivation for

achievement than unsuccessful students did.

Motivation types also affects on the performance of the students. Intrinsic and extrinsic

motivation affects on the achievements and goals of the students performance. According to

Husman and Lens (1999), highly intrinsically motivated students can simultaneously be

extrinsic in terms of future goal orientations. Furthermore, students who are intrinsically

motivated persist longer, conquer more challenges, and demonstrate accomplishments in their

academic endeavors than those who are extrinsically motivated (Pintrich & Garcia, 1991).

Extrinsically motivated students tend to focus on earning higher grades, obtaining rewards and

acceptance from peers. Researchers, for example, Biehler & Snowman, (1990) believe that

extrinsic motivational factors diminish students' intrinsic motivation. Students' extrinsic

motivational factors combined with positive future goals can actually facilitate their present

value and intrinsic motivation (Van Calster, Lens, & Nuttin, 1987).

According to the results, there is gender difference on the variable of extrinsic and

intrinsic motivation on academic performance (t=4.324, p <.05). These findings are consistent

with Chee, Pino and Smith (2005) indicated that female college students are more likely to

have higher academic ethics than male students, which are characterized by higher academic

attainment. Furthermore, findings of the study suggests that females were intrinsically

motivated than males. In contrast, males were more extrinsically motivated than females. The

possible explanations of these findings are that males are expected to be the main breadwinner

of the family in our society. For females, academic performance and motivation is based on

self-exploration and internal satisfaction. This is the main reason that males are extrinsically

motivated as compare to females.

The findings support the significance of motivation to academic performance. The

results have implications for the University teachers that they should try as much as they could

to motivate their students during the course of instructions. The parents as well as the

government should engage in programmes that can motivate the students to improve their

academic performance. It is therefore, hoped that these findings will serve as resource

materials for higher level educators, scholars, parent, universities authorities psychologists,

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counselors, government, and significant others who are concerned with the higher education

academic progress of the students.

Conclusion

To conclude, findings of the study illustrates that motivation improves academic

performance of the students. These findings suggests that when teachers are caring and

supportive and emphasize the teaching learning process over the performance outcomes, and

when they give feedback, children tend to be motivated to achieve and to expect success

(Daniels, Kalkman, & McCombs, 2001). In addition, there is gender difference in motivation

type and academic performance.

References

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predictors of students' positive and negative affect following the transition to middle

school. Journal of Research and Development in Education, 32, 89-103.

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