CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, the related literature and related studies. It

also includes the conceptual framework and hypotheses of the study.

Relevant Theories

The present study is anchored on the following theories: Self-Determination Theory of

Ryan and Deci (2008), Nicholls (1984) Achievement Goal Theory and

Ryan and Deci’s (2008) Self-Determination Theory defines the interplay between

personality, motivation, and optimal functioning, particularly emphasizing intrinsic and extrinsic

motivations. Developed by Edward L. Deci and Richard M. Ryan in the 1970s and 1980s, self-

determination examines how these motivations influence our behaviors and identities. Intrinsic

motivation stems from internal drives, such as personal values and interests, leading individuals

to engage in activities for their own enjoyment. In contrast, extrinsic motivation is influenced by

external factors, like rewards or social approval, which push individuals to meet outside

expectations. SDT differentiates between autonomous motivation—fueled by personal choice—

and controlled motivation, shaped by external pressures. This distinction is vital for

understanding motivation's impact on personal development and well-being. The theory posits

that fulfilling the psychological needs of autonomy, competence, and relatedness enhances

intrinsic motivation, resulting in deeper engagement and satisfaction. This study highlights the
importance of intrinsic motivation, particularly its role in fostering genuine interest and sustained

engagement. By exploring how intrinsic motivation operates within the SDT framework, we can

better understand its significance in achieving optimal functioning and personal growth.

Ultimately, the theory underscores the necessity of cultivating intrinsic motivation for enhanced

engagement and overall well-being.

Another theory that has relevance to the present study is Nicholls (1984) Achievement

Goal Theory. The theory states that individuals perceive their ability either in relation to their

past performance or through comparison with others. This result in two distinct achievement

goals: task involvement and ego involvement. Task-involved individuals derive a sense of

success from improving their personal skills, while ego-involved individuals feel successful

when they perform better than others. These achievement goals are shaped by both internal

dispositions and external influences, including key figures like coaches, parents, and peers. Over

time, individuals may develop a preference for either task- or ego-related goals. Research

suggests that a task-oriented focus is associated with more positive outcomes, such as increased

motivation and better behavior, whereas an ego-oriented focus can lead to less favorable

outcomes, particularly when individuals feel less competent. Achievement goal theories are

highly relevant to understanding the influence of intrinsic motivation on academic achievement.

These theories, particularly the distinction between task and ego involvement, offer insights into

how different motivational orientations affect student performance and learning outcomes. First

the task involvement, where students focus on personal mastery and improvement, closely aligns

with intrinsic motivation. Students who are intrinsically motivated are driven by a genuine

interest in learning and developing their skills, not by external rewards or competition. This type

of motivation promotes deeper engagement, better problem-solving skills, and greater academic
achievement, as students are more focused on the learning process itself rather than external

validation. Along with ego involvement, on the other hand, reflects a more extrinsically

motivated mindset, where students measure their success by outperforming others or achieving

high grades. While this may lead to short-term success, research shows that it can result in

negative outcomes, especially when students face challenges or perceive themselves as less

competent. This focus on external rewards can undermine intrinsic motivation and limit long-

term academic success. In the academic context, fostering a task-involving environment where

students are encouraged to set personal learning goals and improve their skills can enhance

intrinsic motivation and lead to higher academic achievement. Teachers and educational

environments that emphasize effort, personal growth, and a mastery-oriented approach help

students become more intrinsically motivated, which in turn positively influences their academic

performance.

Finally, Ryan and Deci (1980) Cognitive Evaluation Theory is another theory that has

relevance to the present study. It examines how intrinsic and extrinsic motivation influences

individual behavior. Essentially, it looks at how external factors, such as rewards or pressures,

can either boost or hinder a person's natural desire to engage in an activity. A key aspect of this

discussion is cognitive evaluation theory, which clarifies the difference between intrinsic and

extrinsic motivation. Intrinsic motivation involves participating in an activity purely for the joy it

brings, while extrinsic motivation is driven by external rewards or the desire to avoid negative

consequences. Interestingly, cognitive evaluation theory posits that extrinsic rewards can either

support or weaken intrinsic motivation, depending on how individuals perceive these rewards.

This nuanced understanding is crucial, as it reveals the psychological mechanisms at play when

external factors impact intrinsic motivation. Furthermore, the implications of cognitive

evaluation theory extend beyond personal psychology; it influences various areas of human

behavior, including workplace dynamics, educational settings, and sports performance.

Ultimately, this theory highlights the complex interplay between internal desires and external

influences. This theory is pivotal in understanding how different types of motivation affect

behavior. It suggests that while intrinsic motivation can lead to deeper engagement in activities,

external factors can either enhance or undermine this motivation. In academic settings, students

who find joy in learning intrinsic motivation may perform better if external pressures, like

grades, are perceived positively. However, if these pressures are seen as threats, they might

diminish students' intrinsic drive to learn.

Cognitive evaluation theory is particularly relevant to the present study as it emphasizes

how the perception of external rewards influences students' motivation. For instance, if students

believe that receiving praise or good grades genuinely reflects their effort and ability, their

intrinsic motivation may increase. Conversely, if they feel that rewards are controlling or

diminish their autonomy, their intrinsic motivation could suffer. Understanding this dynamic is

essential for educators aiming to foster a positive learning environment. By promoting intrinsic

motivation through engaging teaching methods and supportive feedback, schools can help

enhance academic achievement. Thus, this theory not only sheds light on individual behavior but

also provides practical insights for improving educational outcomes.

Related Literature

Age. The relationship between age and intrinsic motivation reveals how motivational

levels can shift throughout a person’s life. Research shows that younger students often display
higher intrinsic motivation due to their natural curiosity and enthusiasm for learning. However,

as they grow older, this motivation may decline, often influenced by external pressures such as

grades and testing (Wang et al., 2019). According to Deci and Ryan (2000), intrinsic motivation

is linked to the fulfillment of basic psychological needs, which evolve with age.

For example, during adolescence, the need for autonomy becomes more prominent,

impacting how motivation is expressed. Furthermore, intrinsic motivation can be revitalized in

adulthood through engaging work environments that promote creativity and autonomy (Caniëls

& van den Bosch, 2018). Understanding these age-related shifts in intrinsic motivation is

essential for educators and employers to create supportive environments that foster engagement

and motivation across different life stages. This study is about on increasing students' enthusiasm

for STEM through interactive flight simulation activities.

This research examined what drives upper elementary students ages to learn STEM by

participating in flight simulation activities. Aviation, as a diverse field, has shaped human

progress in the past hundred years. Studying aviation introduces students' to concepts of flight,

terminology, geology, aircraft design, pilot training, and airmanship. It looked into how intrinsic

motivation, extrinsic motivation, self-efficacy, and peer support are interrelated within different

genders and performance levels with involved of 345 students aged 10 to 13 from 8 primary

schools in Hong Kong. An altered form of the 31-question Science Motivation Questionnaire II

(SMQ II) was utilized, featuring four aviation-centered subscales. The model suggests that

students' motivation is highest with peer support, followed by intrinsic motivation, and lowest

with self-efficacy. As anticipated, our findings show that there is a disparity in aviation-themed

STEM education based on gender.

 These results can assist educators in gaining a deeper insight into students' viewpoints on

aviation science and enhancing associated educational projects (Ng & Chu, 2021). Based on

Hong, W. et al. (2020), explores the relationship between age, motivation, and academic

achievement in a large undergraduate biology course. The study found that older students were

more likely to be members of the "High Goals and Values" and "Mastery-Driven" motivation

profiles compared to younger students. Older students are more likely to have high self-efficacy,

stronger goals, higher values, and lower costs associated with coursework. And also to be more

mastery-oriented and perceive greater value in their learning. The older students have a better

understanding of university norms and expectations due to their life experiences. In addition,

older students may experience less stress in adapting to university culture and coursework. On

the other hand, younger students are more likely to be in the "high cost" and "moderately

motivated" profiles, indicating lower levels of motivation and higher perceived costs. Also, they

are less experienced and have a more limited understanding of university expectations.

Furthermore, younger students may experience more stress in adapting to the academic

environment. According to Navarro et al (2015), the study examines the relative age effect

(RAE) on the academic performance of eighth graders in Chile, focusing on how age,

socioeconomic status (SES), and type of school influence outcomes. RAE posits that older

students within the same grade tend to perform better academically due to developmental

differences. Using a representative sample of 15,234 eighth graders from the 2011 National

System of Quality Assessment in Education Survey (SIMCE), the researchers analyzed results

from tests in reading, mathematics, social studies, and science. Students were categorized into

five age groups based on their birth dates, with older students showing relatively better

performance. Results indicated significant influences of RAE, SES, and school type on academic
performance, with SES being the strongest factor. The study found that RAE is particularly

impactful among lower-performing students, although its effect diminishes when SES is

controlled. This suggests that while RAE is a factor in academic success, the influence of

socioeconomic background is paramount. The findings advocate for potential policy changes,

such as adjusting the age for school entry and implementing early evaluation systems to better

accommodate developmental differences among students. Overall, the study highlights the need

for a nuanced approach to education that considers age and socioeconomic context.

Sex. This study investigated gender differences in academic performance among

students, focusing on a sample of 240 students who passed the district-level standard exam in

grade eight in 2016 and were studying in grade nine in Lekhnath Municipality, Kaski, Nepal.

(Parajuli, 2017) mentioned that data was collected through structured questionnaires targeting

students, their parents, and teachers, addressing student and parental characteristics, behaviors,

perceptions, and the school environment. Academic performance data was sourced from the

District Education Office (DEO) of Kaski. The findings revealed significant gender disparities,

with female students outperforming male students. Notably, most students achieved first division

or higher, and those in private schools demonstrated superior performance compared to their

public school counterparts. Private school students excelled in task completion, attendance, and

assertiveness. As mentioned by Rehman, S. (2023), examines the relation of gender into an

intrinsic motivation. The current research demonstrates that students in secondary-standard

education are driven or motivated. Their preference is towards English; however, their drive

stems from external influences. In case the passion for learning has been somehow taken away

by these needs and factors. English will be broken into pieces. The motivation level is influenced

by this factor. One of these students lacks depth and persistence. This study was conducted.
Based on data collected from both male and female participants, this group was divided in half in

the same proportion. This is data received from both male and female subjects. The data shows a

gender difference: boys were motivated by external rewards such as exams and career prospects,

whereas girls were driven by internal fulfilment and interest in the subject. Girls usually do better

than boys, perhaps due to their higher levels of motivation from within and outside sources. The

girls' inner motivation led them to increase their engagement with the material. As demonstrated

by Maltese & Cooper et al. (2017), in order to address the imbalance between sexes in STEM

fields, it is crucial to identify the key factors that encourage and sustain interest in science,

technology, engineering, and mathematics. We designed and distributed a questionnaire to nearly

8,000 people within and beyond STEM sectors. The times when initial interest was reported

were similar in both STEM and non-STEM groups, regardless of gender, with no notable

differences found in comparisons between groups. These commonalities indicate that while there

may be minor distinctions between genders and STEM/non-STEM categories, these differences

are not closely linked to an individual's educational or professional choices. The findings provide

insight into the key factors for igniting STEM interest and staying in STEM fields for both

genders, as well as the disparities in transitioning into and out of STEM careers for each gender,

there is a balance between the sexes in STEM. On the contrary, an equal number of boys and

girls express individual interest until the middle school years. In high school, a much greater

number of males than females attribute their STEM interest mainly to independent interest.

Lastly, it shows that while there isn't a single route into STEM fields, self-motivated interest

plays a significant role in perseverance, particularly among males. While females, place a greater

emphasis on receiving help from others. Khalid (2024) examines the levels of intrinsic and

extrinsic motivation among male and female university students in a diverse academic context.
The main goals are to compare motivation types between genders, investigate potential links

between gender and motivation, and evaluate the impact of these differences on university

education. The findings indicate a strong and statistically significant correlation between gender

and intrinsic motivation, suggesting that female students are generally more intrinsically

motivated. There is also a positive, albeit weaker, correlation between gender and extrinsic

motivation, with female students showing a greater passion for their fields, while male students

are more swayed by external factors such as career opportunities. Overall, female students are

primarily motivated by personal interest, whereas male students tend to display slightly higher

extrinsic motivation influenced by outside factors. Recognizing and addressing these differences

is essential for educators and institutions to offer tailored support and foster a fair learning

environment. The relationship between sex and intrinsic motivation has garnered attention in

various studies, revealing key insights into how gender influences motivation and engagement.

Research by Wang et al. (2015) found that girls often exhibit higher intrinsic motivation in

collaborative learning environments, while boys tend to thrive in competitive settings. This

suggests that social factors play a significant role in shaping intrinsic motivation differently for

each gender. Furthermore, Ryan and Deci (2017) highlight that intrinsic motivation is closely

tied to the fulfillment of basic psychological needs, which can differ between males and females.

Their findings indicate that creating supportive environments that foster autonomy, competence,

and relatedness is crucial for enhancing intrinsic motivation for both sexes. However, the

specific strategies may vary; for instance, girls might respond more favorably to collaborative

opportunities and constructive feedback, while boys may be more motivated by challenges and

competitive contexts. Additionally, the educational setting significantly impacts how intrinsic

motivation manifests across genders. A study by Gaspard et al. (2015) demonstrated that female
students showed increased intrinsic motivation in subjects deemed less traditionally masculine.

This finding suggests that interest and motivation can be influenced by societal norms and the

context of the learning environment. Overall, these insights underscore the importance of

considering gender differences when designing educational experiences aimed at enhancing

intrinsic motivation. Understanding how sex interacts with motivation can help educators create

more inclusive and effective learning environments that cater to the diverse needs of all students.

Intrinsic Motivation. As stated by Tallinn (2022) this research investigates the impact

of intrinsic and extrinsic motivation on student learning effectiveness. The study builds upon

existing research that highlights the importance of motivation in student success, acknowledging

both external factors like effective classroom management and family involvement, as well as

internal factors like intrinsic motivation. However, the findings indicate that both intrinsic and

extrinsic motivation positively influence learning effectiveness, but intrinsic motivation has a

stronger impact. Furthermore, the study found no significant gender differences in learning

effectiveness, suggesting that both male and female students can achieve similar learning

outcomes when motivated equally. Based on Grasinger (2024) this study investigates the

interconnectedness of subjective well-being and intrinsic motivation in secondary school

students. The researchers hypothesized that these concepts directly influence each other, with

students who are intrinsically motivated feeling better at school and vice versa. Using data from

773 students over a school year, the study found evidence of a reciprocal relationship, suggesting

that feeling good at school contributes to intrinsic motivation, which in turn strengthens feelings

of well-being. Referring to Bontempi (2023) stated that balancing schoolwork, family, work, and

social life can make it challenging to find the motivation to complete tasks, especially when

those tasks aren't always enjoyable. The same struggle can apply to finding the energy to start the
day and go to work. Understanding the interplay of intrinsic and extrinsic motivation, human

needs, and goals can be key to boosting enthusiasm, attitude, performance, and overall well-

being. Moreover, this study explores how intrinsic motivators, specifically relational rewards can

enhance the creativity and innovation of intrinsically motivated knowledge workers (Fischer, et

al. 2019). The findings confirmed the positive impact of intrinsic motivation on creative

performance and demonstrated that relational rewards act as a significant moderator, amplifying

the positive effects of intrinsic motivation on creative outcomes. Furthermore, transactional

rewards did not show a statistically significant effect on the relationship between intrinsic

motivation and creativity. These results offer practical insights for organizations seeking to foster

a more innovative and creative workforce. And as mentioned my Morris (2022) explores the

concept of intrinsic motivation, a driving force behind behaviors that are not solely driven by

external rewards. While intrinsic motivation shares similarities with extrinsic motivation in

seeking rewards and avoiding punishments, the underlying neurocognitive mechanisms remain

poorly understood. However, this review aims to provide a comprehensive overview of intrinsic

motivation, including its conceptualization, measurement, and neurobiology, highlighting its

potential role in psychiatric disorders and treatment. In addition, the review emphasizes the

distinction between intrinsic and extrinsic motivation, focusing on the different types of rewards

and outcomes that drive behavior, and proposes a framework for understanding and measuring

intrinsic motivation.

Determination Level. As specified by Botnaru et al. (2021), few research studies have

examined extensive samples of college students taking science classes. Furthermore, there has

been no prior study that has examined the connections between autonomous and controlled

motivations, class attendance, study time, perceived course difficulty, and final grades all at
once. In self-determination theory, numerous studies have demonstrated that autonomous

motivation (the strongest predictor of intrinsic motivation) is linked to increased academic

success and well-being in students. Moreover, up to this point, no studies have looked into the

connections between autonomous and controlled motivations, class attendance, study time,

perceived difficulty of the course, and final grades all at once. The present research aimed to

address this gap in the existing literature. During the fall and spring semesters, 1284

undergraduate students taking general chemistry, organic chemistry, and human anatomy and

physiology courses completed a 24-item survey at the start and end of the semester. The findings

showed significant consistency in motivation over time and a strong link between autonomous

and controlled motivations at every time point. Self-directed motivation in the second time

period was linked to increased study time, better final grades, and a decreased perception of

course difficulty. At Time 2, controlled motivation was associated with increased course

attendance, more time studying, and higher perceived course difficulty, as well as lower final

course grades. These results show that both autonomous and controlled motivations impact final

course grades in different ways and emphasize the significance of establishing need-supportive

educational environments to promote autonomous motivation. While on the basis of Dönmez &

Idin (2020), the study is about the determination of the STEM career interests of middle school

students', and to determine the middle school students' interest in STEM (Science, Technology,

Engineering and Mathematics) field. Descriptive survey model, which is one of the quantitative

researches, was used. A scale named The Development of the STEM Career Interest Survey

(STEM-CIS) was applied to the middle school students who were studying in public schools in

two different central districts of Ankara. 271 (51.7%) female and 253 (48.3%) male student

attended to the research. The reliability coefficient of this questionnaire was calculated as 0.902.
 The findings show that self-efficacy, personal goals, expectation of results, interest in

science, contextual support and individual inputs are effective in STEM career interests of

middle school students. STEM career interest has been found to be disproportionate to gender,

but it is proportional to class level. However, In order for students to develop their career plans,

the content which is specific to the STEM fields can be combined with the course content itself.

Persuant to Chumbley et al., (2015), motivation and self-efficacy were identified as the most

meaningful motivational factors for students. Self-motivation was the least motivating factor for

students, receiving an A and the opportunity to earn better grades in their agriculture science

classes were identified as the most important incentives. An increasing demand exists for driven

high school students to enter STEM fields post-graduation. Agriscience education is a

contemporary curriculum that can motivate students and spark interest in STEM fields. To draw

students to these programs, we must understand what motivates them. The purpose of this study

was to examine the perspectives of secondary agriculture students on their interest in learning

about agriscience. A revised form of the Science Motivation Questionnaire II (SMQ II) was used

as the survey tool in a descriptive-correlational study. Overall, students showed moderate

motivation levels in agriscience classes. Researchers found that there was no significant

correlation between gender or grade level and the interest in learning science. In comparison to

men, women usually showed higher levels of motivation in terms of self-determination and

academic motivation. Additional study is needed in this area to pinpoint obstacles that may be

preventing skilled women from entering STEM professions. On top of that, in conformity with

Dyrberg & Holmegaard (2019), the significant levels of dropout in STEM (science, technology,

engineering and mathematics) programs raise worries about a potential lack of graduates

pursuing STEM professions in the future. This was a self-determination perspective on first year
courses. Through quantitative analysis, it was conducted using a measure of autonomous and

controlled motivation in the context of Self-Determination Theory, an in-depth thematic analysis

of students' written responses adds depth and complexity to the results. This research delves into

STEM students' experiences with a cross-disciplinary first year. More specifically, this examines

the motivation of students from various study programs in two beginner courses. The initial

experiences of students' play a crucial role in their motivation and are essential for their

academic success in terms of retention, learning, and performance. The remarks indicate that

certain students have difficulty understanding how the course material relates to their chosen

study program, causing them to rethink their educational path. With that, this provides insight

into the presentation of inter- and/or multidisciplinarity to students', highlighting impacts on

curriculum design and course content. On the other hand, the results are significant for education

planners, policy makers, and educators who are addressing the diversity of motivation in their

classes. In keeping with Ortiz et al. (2018), study about the influence of early STEM career

exploration as related to motivation and self-determination theory. A research study on career

exploration is conducted with more than 30 adolescent students from a low-income community

in a summer intervention program focused on science, technology, engineering, and mathematics

(STEM). By utilizing motivation and self-determination theory as a structure, the study looks at

how being exposed to engineering and mathematics careers at a young age can have lasting

effects. In our extensive research, we employed a combination of methods to examine the

potential connection between shifts in middle school students' emotional traits and their career

choices later on, following their involvement in a STEM-focused summer camp. Moreover,

through a case study approach, we investigate three students closely in terms of their shifts in

self-reported aspirations for academic majors and career aspirations by considering motivation,
self-efficacy, and self-determination measures. Data from interviews suggests that participants'

experiences at camp can influence their short-term attitude towards making informed decisions

and their motivation to pursue careers in STEM. Therefore, participants who attend the camp for

two or more years are chosen as case studies, and their survey responses and interview feedback

are examined to ascertain whether students believe their motivation has been influenced by their

experiences at the summer camp. Choose remarks which could provide clues about the ethnicity

and/or gender of the participants, considering that the student participants come from low income

and historically underrepresented groups in STEM. To sum it all up, intrinsic motivation showed

a significant role in any aspect. With determination, it will have more consistency to do the

things you aspire.

Overall Performance. Intrinsic motivation significantly influences overall academic

performance, as it encourages students to engage more deeply with their learning. Liem et al.

(2014) conducted a study that examined the effects of intrinsic motivation on academic

persistence and resilience. Their findings indicate that students who are intrinsically motivated

are more likely to invest time and effort in their studies, which leads to enhanced academic

outcomes. This intrinsic drive not only fosters a love for learning but also equips students with

the resilience to overcome challenges. The research highlights that when students are motivated

by internal factors, such as personal satisfaction and curiosity, they tend to adopt more effective

study habits and demonstrate improved performance in various academic tasks. In a similar vein,

Wang and Eccles (2019) explored the relationship between intrinsic motivation and the

utilization of effective learning strategies among students. Their research suggests that

intrinsically motivated learners are more inclined to engage in deep learning approaches, such as

self-regulation and critical thinking, which are crucial for academic success. The study provides
evidence that when students are motivated from within, they are not only more likely to employ

effective learning strategies but also achieve higher academic performance. This connection

underscores the importance of fostering intrinsic motivation in educational environments to

optimize students' learning experiences and outcomes. Additionally, Elliot et al. (2019) examined

the role of mastery goals in relation to intrinsic motivation and overall academic performance.

Their research indicates that students who focus on mastery—emphasizing personal growth and

understanding over competition—exhibit higher levels of intrinsic motivation. This mastery-

oriented mindset encourages students to pursue challenges for the sake of learning rather than

merely seeking grades or external validation. The authors argue that such an approach not only

enhances intrinsic motivation but also leads to improved performance, as students become more

engaged and invested in their educational journeys. This finding highlights the necessity of

promoting mastery goals to foster a more intrinsically motivated student body. The role of

supportive teachers is crucial in this context, as demonstrated by Furrer and Skinner (2018).

Their research emphasizes that when educators create an environment conducive to intrinsic

interest—through supportive relationships, relevant curriculum, and constructive feedback—

students are more likely to thrive academically. The authors suggest that a positive teacher-

student relationship can significantly enhance students’ intrinsic motivation, leading to greater

academic engagement and achievement. This study highlights the importance of teacher

practices in nurturing intrinsic motivation and, consequently, students' overall performance in

academic settings. Furthermore, research by Vansteenkiste et al. (2019) underscores the long-

term benefits of developing intrinsic motivation from an early age. Their findings indicate that

students who cultivate intrinsic motivation during their formative years tend to experience

sustained academic success throughout their educational journeys. The authors argue that early
intrinsic motivation lays a foundation for lifelong learning, as it fosters a genuine interest in

academic pursuits. By emphasizing the importance of nurturing intrinsic motivation early on,

educators and policymakers can enhance students' overall performance and engagement in

education. These findings collectively highlight the critical role of intrinsic motivation in

enhancing overall academic performance. By promoting intrinsic motivation through supportive

teaching practices, mastery goals, and effective learning strategies, educators can significantly

improve student outcomes in educational settings.

GPA. Froiland, J. M. et al. (2016) study the students' grade point average. Involving

1,575 students from a culturally diverse high school, analyzed the connections between intrinsic

motivation, learning goals, school engagement, and academic performance using structural

equation models, with gender, parent education, and prior GPA as control factors. Classroom

engagement was positively associated with academic performance through indirect effects of

intrinsic motivation for learning. Variables in the study accounted for 75% of the variance in

engagement and 33% of the variance in GPA. The outcomes were mostly duplicated when the

model was individually evaluated with 336 African American students and 311 Latin@ students.

Fostering intrinsic motivation to learn and learning goals in schools will benefit students, as

shown by the notable indirect impact of intrinsic motivation on GPA through engagement, and

the direct relationship between learning goals and academic performance. Furthermore, the

model also included the GPA from 2010, gender, parental education, and age as control

variables. Gender was assigned numerical values, with 1 representing girls and 0 representing

boys. On the other hand, parental education serves as a significant control variable and has been

found to predict long-term motivation, engagement, and achievement in various studies (e.g.,

Froiland & Oros, 2014; Powell et al., 2012). While intrinsic motivation tends to decrease as
children move from elementary to middle school, it typically remains stable once they reach high

school.

Furthermore, Norvilitis, J. M. et al. (2022) point out that Intrinsic and Extrinsic

Motivation are linked to higher GPAs, improved student-university alignment, and easier college

transition. In particular, intrinsic motivation is strongly connected to students' academic success

and overall happiness. Additionally, the absence of motivation has a detrimental effect on GPA,

college suitability, and student retention. It was discovered to be a strong indicator of low

academic achievement and an increased chance of students not coming back for their second

year. Amotivation can lead to increased stress, reduced self-esteem, and possible mental health

issues. Moreover, the research shows that students with lower GPAs and a poor fit with the

university are likely to experience a decline in retention rates between their first and second year.

However, due to the harmful outcomes of amotivation, the research suggests identifying

unmotivated students early on using short assessments to offer specific assistance, which could

improve retention and academic achievement. Moreover, an investigation into factors that impact

students' GPA and other academic achievements. The research included 383 university students

and examined the impact of self-regulation elements, like academic self-confidence, need

fulfilment (including autonomy, competence, and relatedness), and stress (categorised as

challenge and hindrance stressors), on end-of-semester GPA and other measures. Researchers

discovered that when combined, these predictors explained approximately 19% of the variation

in GPA. Significantly, GPA was positively linked to academic self-efficacy, indicating that

students' belief in their academic skills enhanced their academic performance. Nonetheless,

obstacles like unclear academic expectations were connected to lower GPA scores, whereas

challenges such as demanding coursework had a less important yet still beneficial relationship.
 This indicates that how students perceive the stress they face—whether it is seen as a

controllable obstacle or a barrier—can impact their academic performance (Travis & Bunde

2022). Along with Abdulrahman, K. A. B. et al.(2023) studied the grade point average (GPA) of

students to explore its connection with motivation, self-efficacy, and learning engagement. Of

the students surveyed, 41.3% demonstrated high academic success with a GPA ranging from

4.75 to 5. The research found that GPA was only positively linked to learning engagement,

indicating that students with higher engagement in learning usually had higher GPAs. This

indicates that being actively involved and committed to their studies has a direct effect on

academic achievement. Nonetheless, both internal and external incentives were closely related to

self-efficacy and participation, yet did not have a direct impact on GPA. This means that

motivation is important for student engagement, but it is not the only factor that affects academic

performance, as shown by GPA. To summarise, students who selected medical school as their

top choice showed notably stronger levels of intrinsic motivation, self-efficacy, and engagement,

suggesting that individual interest can impact motivation without directly affecting GPA. Apart

from this, the study by Ali, J. K. M. (2022) investigated the relationship between GPA and

intrinsic motivation in Saudi EFL students during online learning. The study found that a

majority of students (57.30%) reported receiving their expected GPA, while a smaller percentage

(10.11%) reported receiving a lower GPA than anticipated. The research revealed a strong

positive correlation between intrinsic motivation and GPA. Students who were highly

intrinsically motivated to learn English online tended to achieve higher GPAs. This suggests that

students who are more engaged and interested in learning English online are more likely to

succeed academically.
 However, the study didn't explore the relationship between GPA and self-efficacy or

learning engagement. Therefore, it's not possible to conclude whether intrinsic motivation, as

measured by the study, directly impacts GPA or if other factors, like self-efficacy or

engagement, play a more significant role. To conclude, the study highlights the importance of

intrinsic motivation in online English language learning, as it is positively correlated with GPA.

However, further research is needed to understand the complex interplay between intrinsic

motivation, self-efficacy, learning engagement, and GPA in this context.

Academic Performance. This study investigates the impact of self-directed learning and

intrinsic motivation on student performance (Bodkyn & Stevens., 2015). To measure self-

directed learning, the revised Self-Directed Learning Readiness Scale for Nursing Education

(SDLRS_NE) was utilized, while intrinsic motivation was assessed through the Motivated

Strategies for Learning Questionnaire (MSLQ). The research sample consisted of 485 MBBS

students from the University of the West Indies, revealing a significant positive correlation

between both self-directed learning and intrinsic motivation and student performance. Similarly,

Oclaret (2021) aimed to assess how academic intrinsic motivation (AIM) factors influence

student performance, analyzing relationships among various AIM subscales. Using a descriptive

method, the AIM survey demonstrating reliability coefficients of .7748 and .8627 measured

intrinsic and extrinsic motivation in 180 senior high school students in Quezon City during the

2019-20 school year. Academic performance was determined by final grades based on

Department of Education standards. Regression analysis indicated that AIM factors had a strong

positive effect on academic performance, with notable differences between intrinsic and extrinsic

motivation. Students with high mastery orientation and achievement needs tended to achieve

better grades.
 From an educational standpoint, Budzar et al. (2017) emphasized the importance of

motivation for learning and academic engagement, particularly in higher education, where it is

critical for students’ professional success. A separate study involving 600 university students

explored the link between academic performance and intrinsic and extrinsic motivation using

Harter’s modified scale. Results showed a significant correlation between these motivational

factors and student performance. Moreover, another investigation examined how working

memory mediates the relationship between intrinsic motivation and academic performance in

children at risk for learning difficulties, such as those born preterm. (Pascoe, 2018) found that

verbal short-term memory plays a crucial role in connecting intrinsic motivation with literacy

performance, highlighting pathways through which motivation and cognitive skills contribute to

academic success.

Additionally, Akhar (2017) indicated a study involving 950 teachers examined the

relationship between student achievement and teacher motivation at the secondary school level.

Findings revealed a strong correlation between students' academic performance and teachers'

intrinsic motivation, suggesting that enhancing teachers' intrinsic motivation through

professional development could positively impact student outcomes.

Related Studies

The study by Reiser et al. (2024) study, this main feature is how combining the teaching

of biology and technology in learning environments affects the intrinsic motivation of lower

secondary school students in STEM classes. It was carried out in the context of countering the

decline in motivation and interest over the course of schooling in STEM lessons. They pursued

an integrated STEM approach in which biology and technology are combined in the design of a
biology-inspired product. With the approach of cross-domain, it has the potential to combine

research-based and engineering-based working methods from different STEM domains in order

to solve a problem. In this way, they offer hands-on experiences and can lead to a deeper

engagement with the learning content. The results suggest that a design-based approach is

particularly suitable for increasing students’ motivation in an integrated STEM classroom.

Therefore, in order to maximize the motivational effect, it seems important that the tasks in the

design process are as open-ended as possible. With this study, it says that intrinsic motivation

affects and influences students' way of engagement in learning, and it also impacts the students'

performance in academics.

Furthermore Oclaret (2021) states that this study was to probe the impact of academic

intrinsic motivation (AIM) factors on students' academic performance. The study also delve into

the relationship of the subscales of AIM to students' academic performance, a descriptive method

was adopted for the study. Intrinsic motivation was assessed using AIM survey, which measures

motivational factors on a seven-point Likert scale. The six subscales of AIM are as follows: (1)

mastery orientation; (2) need for achievement; (3) power motivation; (4) fear of failure; (5)

authority expectations; and (6) peer acceptance. The first two are for intrinsic factors, while the

next four are for extrinsic factors with the total of 180 senior high school students in SY 2019-

2020 in Quezon City administered the AIM survey. The academic performance of the students

was measured by obtaining their final grades according to the standards of the Department of

Education stipulated in DepEd Order No. 8, s. 2015. Eventually, this study found out that senior

high school students' who have high mastery orientation and need for achievement AIM have a

high likelihood of getting high final grades. As a result, students' discovered that they are driven

more by intrinsically motivated rather than extrinsically motivated. Students' exhibit higher
levels of intrinsic motivation compared to extrinsic motivation. They excel in academics due to

their passion and curiosity for learning.

Meanwhile, (Maranan, 2018) mentioned that intrinsic motivation significantly influences

students' academic outcomes, revealing a strong connection between motivation, engagement,

and achievement. The current study corroborates these findings, illustrating that high school

students with elevated levels of intrinsic motivation tend to be more engaged in their learning

processes, resulting in better academic performance. It emphasizes the importance of various

intrinsic motivational subscales, such as interest and perceived competence, in fostering

academic engagement. The findings suggest that students who feel a sense of choice and value in

their education are more likely to achieve higher grades. Moreover, the study identifies notable

differences in intrinsic motivation and engagement across various academic strands, aligning

with research that underscores the importance of contextual factors in educational settings. The

positive predictive relationship between intrinsic motivation and academic achievement further

supports the need for targeted intervention programs. This research highlights the role of intrinsic

factors in mitigating academic challenges faced by students and suggests that enhancing

motivation could lead to improved educational outcomes. Ultimately, it reinforces the necessity

for educational institutions to foster environments that nurture intrinsic motivation among

students.

The studies by Reiser et al. (2024) and Oclaret (2021) both emphasize the significant role

of intrinsic motivation in students' academic performance and engagement in STEM and general

education. Reiser et al. (2024) focus on how integrating biology and technology in learning

enhances lower secondary students' intrinsic motivation, while Oclaret (2021) explores the

specific factors of academic intrinsic motivation (AIM) that predict performance among senior
high school students. Both studies highlight that students with higher intrinsic motivation

particularly in mastery orientation and achievement tend to excel academically. Similarly,

Maranan (2018) supports these findings by illustrating the strong connection between intrinsic

motivation, engagement, and academic success across different educational contexts. This

alignment underscores the necessity for educational practices that cultivate intrinsic motivation

to enhance student outcomes.

On the other hand, the goal of the research conducted by Kotera, Y., et al. (2023),

highlights the critical importance of academic motivation for university students in Indonesia,

particularly examining the interplay between self-compassion, resilience, and different types of

motivation. It emphasizes that intrinsic motivation is positively associated with both extrinsic

motivation and resilience, which aligns with prior research underscoring the significance of

internal factors in fostering academic success. Furthermore, the study elucidates how self-

compassion not only enhances resilience but also influences various forms of motivation among

students. These findings suggest that implementing resilience interventions can effectively

support intrinsic motivation, offering valuable insights for educators and wellbeing staff who

seek to support students amid substantial educational transformations and challenges. This

understanding can help create more effective strategies for promoting student wellbeing and

academic performance.

Also, Untalan et. al (2020) indicates that Espinosa (1997) and the British Council,

highlights the significant demand for English, due to its competitive advantage in various sectors

like commerce, media, academia, and developing economies. While Kong (2009) acknowledges

the complexity of language learning, especially English, he argues that factors beyond

intelligence, such as motivation, attitude, interests, age, methods, will, and character, are crucial
for success. Numerous researchers (e.g., Gardner et al.) have focused on motivation, considering

it a key factor that influences the effectiveness of other learning variables. Piatrich & Schunk

(1996) highlight the impact of motivation on learning processes and performance, providing

direction, sustainability, and intensity to learners' efforts. Dornyei (2005) further emphasize the

central role of motivation in language learning, as it drives learners to begin and continue their

language learning journey. Extensive research has explored the significance of motivation in

language learning, aiming to understand the factors that motivate learners, their efforts, and

effective strategies to enhance motivation levels. As stated by Ryan & Deci (2017) this study is

related in our study because they highlights the importance of intrinsic motivation in promoting

learning, performance, creativity, development, and psychological well-being. While the benefits

of intrinsic motivation have been recognized for some time, recent research has begun to delve

into the underlying neurobiological mechanisms. However, this article provides a comprehensive

overview of the field, tracing the history of intrinsic motivation research, comparing and

contrasting it with related concepts like flow and curiosity. Additionally, it also connects

intrinsic motivation to key findings in comparative affective neurosciences and reviews

emerging neuroscience research on the topic. The authors present converging evidence

suggesting that intrinsically motivated behaviors, such as exploration and mastery.

Kotera et al. (2023) explore the role of academic motivation among university students in

Indonesia, highlighting the connections between self-compassion, resilience, and motivation

types. Their findings suggest that intrinsic motivation enhances both extrinsic motivation and

resilience, indicating that fostering resilience can improve students' intrinsic motivation.

Additionally, Untalan et al. (2020) and others emphasize the significance of motivation in
language learning, with recent research investigating the neurobiological underpinnings of

intrinsic motivation, linking it to effective learning outcomes.

Based on Delfino, A. P. (2019), the study found that most students were motivated to get

good grades by staying focused on lessons and benefiting from feedback on their academic

performance. However, they rarely participated in class discussions or small group activities.

Their lack of participation was attributed to fears of making mistakes, being criticised by peers

and teachers, and some teachers not offering group activities. Additionally, school factors

played a significant role in their engagement. Students cited limited, outdated library resources

and poor internet connectivity on campus as major barriers, making it difficult for them to access

necessary information, which contributed to their low or disengaged participation in learning

activities. The findings of the study indicate a complex relationship between intrinsic motivation

and academic achievement among senior high school STEM students. While the desire to

achieve good grades serves as a significant intrinsic motivator, fostering a focused approach to

lessons and a positive response to feedback, it does not necessarily translate into active

classroom engagement. The reluctance to participate in discussions and group activities

highlights a disconnect between motivation and behavioral engagement. As stated by Afrifa-

Yamoah, E. et al., (2015), there are significant effects for pupils' academic pursuits when they

lose interest in learning. On the other hand, motivation for achievement was assessed as

functions of students' effort, involvement, and readiness to work and keeping the work going.

The opinions of the pupils regarding the accomplishment motivation scale on Lessons in

mathematics were 3.59, which is considered to be at an "suitable" level according to the scale.

The research goes on examined the relationship between programme, class level, age, and

gender. of study and the educational background of guardians to pupils' level of motivation for
achievement and determined that gender, study programme and class level were important

variables in affecting the degree of drive for achievement among pupils; Nonetheless, age and

the educational background of the guardians were not important elements affecting pupils'

performance Level of motivation. However, the idea of motivation has not been thoroughly

examined to assess its impact on Ghanaian math education. However, teaching strategies, the

standard of the teaching staff, a lack of infrastructure, and other associated problems have

frequently been blamed collectively for senior high school pupils' ongoing academic failure.

Additionally, the degree to which students strived, participated, were willing to work, and

maintained their work was used to quantify achievement motivation. Additionally, knowledge of

the dynamics of the elements influencing students' accomplishment motivation in mathematics

has to be expanded and improved.

Moreover, Lazaro (2021) explored the impact of intrinsic motivation on academic

performance among Filipino high school students. The study aimed to determine how students’

internal drives to learn correlated with their academic outcomes. Through a survey of various

schools, Lazaro found that students with higher intrinsic motivation—characterized by a genuine

interest in learning and self-improvement—consistently achieved better grades. The findings

suggested that fostering an environment that encourages curiosity and personal engagement in

learning can significantly enhance academic performance. This research emphasizes the

importance of nurturing intrinsic motivation in educational settings to support student success.

Likewise, Gonzales (2019) conducted a qualitative study examining the cultural factors

influencing intrinsic motivation among Filipino students. The research highlighted that family

support and community involvement play crucial roles in shaping students' motivation to learn.

Interviews with students revealed that those who felt encouraged by their families were more
likely to exhibit higher intrinsic motivation and subsequently achieve better academic results.

The study underscored the importance of cultural context in educational motivation, suggesting

that supportive relationships within families and communities enhance students' desire to excel

academically. This study advocates for a holistic approach to education that includes family and

community engagement in fostering student motivation.

The study by Delfino (2019) found that while many students were motivated to achieve

good grades through focused lessons and feedback, their participation in class discussions and

group activities was limited due to fears of criticism and a lack of group opportunities. This

disconnect between intrinsic motivation and active engagement suggests that despite the desire

for academic success, barriers such as outdated resources and poor internet connectivity hindered

their participation. Similarly, research by Lazaro (2021) and Gonzales (2019) emphasizes the

importance of intrinsic motivation, highlighting how supportive family environments and a

genuine interest in learning can significantly enhance academic performance among Filipino

students.