Self-Determination Theory in Education: The Relationship between Motivation and Academic Performance of Primary School, High School, and College Students

Abstract

Studying the influence of various motivation types on academic performance has been popular in recent decades. Some studies indicated that the relationship between academic performance and intrinsic motivation is positive, while others found extrinsic motivation plays a more positive role. Different results might correlate with sample age. Moreover, instead of having an either-negative-or-positive impact, intrinsic and extrinsic motivation influence academic performance through mediating factors. By reviewing the relevant previous literature, this paper found out whether a changing trend between different motivation types and academic performance as the sample age grows exists (from primary school students to college students). Intrinsic motivation is positively related to academic performance throughout all age groups, while extrinsic motivation has a more vital influence on students' performance as they grow up. Moreover, the relationship between motivation and academic performance was also influenced by other factors. Both types of motivation have positive and negative mediators or moderators that influence their effect on performance, often related to effort, engagement, anxiety, and learning strategies. This paper adds to the understanding of motivation among students and guides educators to better maximize positive influence, whether it be of extrinsic or intrinsic motivation.