Concerns about how to guarantee that students learn effectively in class and attain academic excellence in their academic pursuits have emerged all over the world in the field of education. This has been related to issues including bad study habits, laziness, inefficient instructional teaching, insufficient course content, and a lack of enthusiasm that have been linked to poor academic accomplishment among students (Mostafa & Lim, 2020). One of the biggest issues of this century is motivating children to achieve in school. Today, educators are very engaged with the topic of encouraging pupils to study in school. Thus, instructors’ only goal in the classroom should be to captivate students in learning and keep their interest in what they are studying. As a result, both intrinsic and extrinsic motivation in psychology is strongly related to students’ high academic achievement.
Due to their passion for learning and delight in the studying process, students who are intrinsically motivated are more likely to participate in academic activities. According to Ibrahim and Nat (2019), intrinsic motivation is the genuine human urge that propels people to look for and take on new challenges. Regardless of whether there are no immediate benefits to be gained, their skills are tested, and they are ready to learn.
It is believed that students who have learning objectives of pursuing comprehension and mastery of science concepts and abilities are intrinsically driven. According to Dunn and Kennedy (2019), those who are intrinsically motivated exhibit the traits listed below: they interact in both psychological and physiological activities holistically, maintain a high level of focus throughout these operations with well-defined goals, are self-critical, pragmatically portray in their own behavior, and are typically calm and unafraid of making mistakes while learning. According to a study by Carey and Stefaniak (2018), pupils who are genuinely driven always opt to take on difficult activities and learn autonomously. They keep working till the duties they have taken on are finished. They combine their in-class learning with their adventures outside the classroom. Irrespective of extraneous pressure or instructor assistance, they frequently ask questions to increase their skills and knowledge. They also take pleasure in their work and show pleasant emotions while they are studying.
Parental support, preconceptions from other reliable role models, income power to register in a course later, and good scores are examples of extrinsic motivators. Extrinsic motivation, in accordance with Chedid et al. (2022), encourages motivation and productivity, with incentives functioning as effective reinforcers for the desirable outcome. Usually, extrinsic motivation yields quick results and needs less work than intrinsic motivators (Chedid et al., 2022). The drawback is that extrinsic motivators frequently cause children to get sidetracked from genuine autonomous learning. The fact that extrinsic motivators frequently fail to produce results over an extended period of time is another issue. In this case, when the incentives are removed students become unmotivated. Higher education scholars often prioritize getting better marks and gaining prizes since they are extrinsically motivated. Extrinsic motivating variables might therefore reduce their intrinsic motivation.
In conclusion, the study’s results show that students’ cognitive ability is improved by motivation. These results imply that children are more likely to be motivated to succeed when teachers are kind and encouraging, place an emphasis on the teaching learning process above performance objectives, and provide feedback. Additionally, there are differences between the extrinsic and intrinsic motivators in academic achievement. Despite both showing an increased relation to academic performance, intrinsic motivators are superior to its counterpart, extrinsic motivators.
References
Dunn, T. J., & Kennedy, M. (2019). Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137(1), 104-113.
Carey, K. L., & Stefaniak, J. E. (2018). An exploration of the utility of digital badging in higher education settings. Educational Technology Research and Development, 66(5), 1211-1229.
Chedid, M., Alvelos, H., & Teixeira, L. (2020). Individual factors affecting attitude toward knowledge sharing: an empirical study on a higher education institution. VINE Journal of Information and Knowledge Management Systems, 51(1), 1-17.
Ibrahim, M. M., & Nat, M. (2019). Blended learning motivation model for instructors in higher education institutions. International Journal of Educational Technology in Higher Education, 16(1), 1-21.
Mostafa, H., & Lim, Y. (2020). Examining the relationship between motivations and resilience in different international student groups attending US universities. Journal of International Students, 10(2), 306-319.