Effect Of Intrinsic And Extrinsic Motivation On Academic Performance This study aimed to identify the relative contribution of academic intrinsic motivation and academic self concept in academic self handicapping. the sample consisted of (220) male and. It was found that intrinsic motivation of teachers was having strong correlation with academic achievement of the students. it was recommended that in service teacher training programs can serve as better source for the enhancement of intrinsic motivation level of teachers. * ph.d. scholar, university of education lahore.
Impact Of Academic Intrinsic Motivation Facets On Students Academic Academic intrinsic motivation (aim) is enjoyment of school learning, and performance of activities for their own sake, in which pleasure is inherent in the activity itself. it is characterized by an orientation toward mastery; curiosity; persistence; task endogeny; and the learning of challenging, difficult, and novel tasks. In this study, the effect of some internal and external variables on academic intrinsic motivation (aim) was explored. first, the validity and reliability of the scale of aim was determined, then the effect on aim of variables such as grade levels, academic grade point averages, learning environments, and the desire to be a teacher were examined. The results showed that academic self efficacy, academic motivation and academic self concept significantly predicted students’ academic performance. in terms of the magnitude of contribution, academic self efficacy made the most significant contribution to academic performance followed by academic self concept and academic motivation respectively. The purposes of the present research were to investigate the relation between academic intrinsic motivation and achievement as well as noncognitive factors and to examine the relative importance of academic intrinsic motivation as differentiated into school subjects in comparison with a general orientation for these relations.
The Relationship Between Intrinsic Motivation And Academic Achievement The results showed that academic self efficacy, academic motivation and academic self concept significantly predicted students’ academic performance. in terms of the magnitude of contribution, academic self efficacy made the most significant contribution to academic performance followed by academic self concept and academic motivation respectively. The purposes of the present research were to investigate the relation between academic intrinsic motivation and achievement as well as noncognitive factors and to examine the relative importance of academic intrinsic motivation as differentiated into school subjects in comparison with a general orientation for these relations. In this study, the effect of some internal and external variables on academic intrinsic motivation (aim) was explored. first, the validity and reliability of the scale of aim was determined, then the effect on aim of variables such as grade levels, academic grade point averages, learning environments, and the desire to be a teacher were examined. The three dimensions of academic intrinsic motivation, namely, intrinsic motivation to know, intrinsic motivation towards accomplishments and intrinsic motivation to experience stimulation, showed acceptable internal consistency reliability, with their cronbach s alpha being 0.648, 0.641 and 0.691 respectively. The academic motivation theory contains three logical dimensions of motivation: intrinsic motivation, extrinsic motivation, and lack of motivation. intrinsic motivation relates to students' achievement, perseverance, and pathways to graduation. This article examines the role of intrinsic motivation in the academic pursuits of nontraditional students. the academic motivational scale (ams) was administered to 35 undergraduate.