Impact of Intrinsic and Extrinsic Motivation on Academic Performance among Secondary School Students: A Quantitative Study
Abstract
This study examined the impact of intrinsic and extrinsic motivation on academic performance among secondary school students. Guided by Self-Determination Theory, the research adopted a quantitative correlational design to investigate the relationship and predictive influence of motivation on students’ academic outcomes. The sample consisted of 150 secondary school students selected using a probability sampling technique. Data on intrinsic and extrinsic motivation were collected through a structured Likert-scale questionnaire, while academic performance was measured using students’ percentage marks obtained from official school records. Descriptive statistics, Pearson correlation, and multiple regression analysis were conducted using SPSS statistical software. The results revealed significant positive relationships between intrinsic motivation and academic performance (r = .483, p < .001) and between extrinsic motivation and academic performance (r = .421, p < .001). Multiple regression analysis indicated that intrinsic and extrinsic motivation significantly predicted academic performance, explaining 38.7% of the variance in students’ academic results (R² = .387, p < .001). Intrinsic motivation demonstrated a stronger predictive effect compared to extrinsic motivation. The findings suggest that both forms of motivation play an important role in influencing academic achievement among secondary school students. The study highlights the importance of fostering motivational strategies within schools to enhance student performance.
Keywords: intrinsic motivation, extrinsic motivation, academic performance, secondary school students.
