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Effect of Intrinsic and Extrinsic Motivation on Academic Performance Research 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 Male 200 126.91 7.379 4.324 198 .000 Note. Verifies Significant difference was found between male and female (t= 4.324, df =198, p
Research Effect of Intrinsic and Extrinsic Motivation on Academic Performance orientations. Furthermore, students who are intrinsically motivated topersist 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 a gender difference on the variable of extrinsic and intrinsic motivation on academic performance (t=4.324, p
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