Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students

Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students Maya Khan, Lim Chong Ewe This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4148198/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 24 Oct, 2025 Read the published version in Indonesian Journal of Educational Research and Review → Version 1 posted You are reading this latest preprint version Abstract This research investigates the pivotal relationship between the impact of motivation and the academic performance of Metharath University students within the concept of sustainable education. The objectives are to examine the relationship between motivation and performance and to examine the impact that motivation has on student grades. The quantitative research design involved a cross-sectional survey administered to a stratified random sample of bachelor-degree students across the three faculties at the Pathum Thani campus, Thailand. The data were analyzed using correlation analysis and simple linear regression methods. The Academic Motivation Scale (AMS) was used to measure motivation, while current academic records were used as objective indicators of performance. The findings revealed a robust positive correlation (r = 0.733) and a significant positive relationship in the regression analysis (B = 0.733, p < 0.00), affirming our hypothesis that heightened student motivation can enhance student academic performance. Based on the findings above, a positive relationship exists between motivation and performance, which provides educators, policymakers, and students with empirical evidence supporting improved learning outcomes. Despite these limitations, such as the study’s cross-sectional nature, the insights derived from the study offer a valuable foundation for future research, targeted interventions, and informed decision-making strategies using motivation as a crucial factor in shaping the academic success of university students. Educational Psychology academic performance motivation sustainable education relationships Introduction The intricate relationship between motivation and academic performance usually stands as a pivotal area of scholarly inquiry in higher education. Universities and colleges globally strive to cultivate environments that foster holistic student development, and understanding the dimensions of motivational impact is imperative for developing a sustainable development vision (UNESCO, 2017 ). This paper aims to explore the interplay between the profound influence of motivation and the academic performance of students at Metharath University comprehensively. It is therefore essential for educators and policymakers to create strategies that foster a positive learning environment to maximize student potential. Motivation emerges as a crucial factor influencing the initiation of academic endeavors, as does the sustained effort and patience necessary for achieving academic excellence (Martin, 2002 ). As higher education facilities continue to enhance their educational strategies, it becomes vital to comprehend the definitions and types of motivation that can shape and influence students’ academic grades. The quest for sustainable development is a global imperative, and education, specifically Goal 4 of the United Nations’ Sustainable Development Goals (SDGs), plays a key role in shaping the trajectory toward a sustainable future, among other development objectives (UNESCO 2017 ). Motivation enhances a student’s effort to accomplish his or her academic duties, as reflected in all areas of learning, such as classwork, assignments, continuous-based tests, and examinations. Motivation in school learning involves arousing, persisting, sustaining, directing, and maintaining people’s learning behaviors (Woolfolk, 2019 ). Early theorists previously explained that motivation enables individuals to handle or cope with challenges faced in the learning process and stimulates them to continue with hard work through self-efficacy (Bandura, 1997 ). Despite the growing recognition of the importance of motivation, a significant gap still remains in the literature concerning the interplay between motivation and academic performance within a university setting. Academics still encounter various challenges, such as academic burdens or burnout, where motivation could be an asset in enhancing self-regulated learning (Hensley & Wolters, 2021). Addressing this gap is vital not only for advancing theoretical frameworks but also for forming interventions that can optimize the learning environment and promote student success in academics. The study aims to achieve the following objectives: 1. To determine the relationship between the motivation and academic performance of Metharath University students. 2. To determine the effect of motivation on the academic performance of Metharath University students. Motivation has long been recognized as a key determinant of academic success, with various theoretical frameworks offering insight into the interplay between motivation and performance. Achievement goal theory states that individuals are motivated by different goals, such as a desire for mastery or avoidance of failure (Ames 1992 ), which was further researched by Bardach et al. ( 2020 ). In academia, understanding this theory is crucial for tailoring interventions that drive students to work hard and perform well. Knowledge of the motivational drivers that propel students toward academic excellence is important for fostering a culture of lifelong learning and societal engagement (Vu et al., 2021 ). Moreover, motivation can be harnessed to instill good values, theories, principles, and a sense of responsibility toward the community and the environment. Self-determination theory (Deci & Ryan, 1985; Gagne & Deci, 2005) provides a means to examine the roles of intrinsic and extrinsic motivations in academic experiences. The extent to which students may be extrinsically or intrinsically motivated, driven by a genuine interest in satisfaction or external rewards, can positively impact academic engagement (Chiu, 2021 ). Based on this self-determination theory, motivation can be grouped as intrinsic (reaching within oneself to find motive) or extrinsic (external factors that cause motivation). These two types of motivation can be seen as a continuum where one student can use external factors such as fear of punishment or internal factors such as personal interest to fulfill an academic goal (Ryan & Deci, 2017 ). When we link the exploration of motivation to the broader context of sustainable education, it is important to consider how its potential can nurture environmentally conscious and socially responsible individuals. Sustainable education, as articulated in the SDGs 2030, encompasses values and behaviors that help contribute to a sustainable and equitable world for future generations (UNESCO, 2017 ). Research by Wentzel et al. (1991) and Contreras et al. (2017) highlights the importance of incorporating motivational factors, suggesting that students who are motivated by a sense of environmental responsibility are more likely to engage in pro-environmental behaviors. Thus, understanding how motivation is also related to sustainable values is crucial for any university to produce graduates who are not only academically proficient but also socially aware of it. Similarly, Liem et al. (2021) suggested that motivated students will put more effort into learning than their less motivated counterparts in terms of persistency in learning. On this note, much intensive research has been done previously on the topic of motivation in higher learning, where a positive correlation between motivation and academic performance exists (Pintrich & De Groot, 1990 ; Vallerand, 1997 ; Middleton et al., 1999). Recent research offers valuable and critical insight into how students' performance is either increased (Chepkirui & Huang, 2021 ) or likely to persist when they are motivated, as in the study performed by Bucea-Manea-Tonis et al. (2021), which also supports theoretical knowledge. Pedagogy and student motivation are likewise connected, as teaching methods and approaches can impact students’ level of engagement and learning enthusiasm (Iyamu, 2016 ; Lo et al., 2022 ). A similar recent study performed by Bembenutty ( 2021 ) and Rutherford et al. ( 2021 ) underscores the way motivational practices among college students could enhance both learning and performance. H1: There is a significant relationship between motivation and good academic performance among Metharath University students. Generally, it is accepted that motivation may affect academic performance positively, although the exact way this occurs is not completely clear. Theoretically, two routes have been established as the quantity (frequency of academic behaviors) aimed at achievement, such as persistence working hard or exerting effort (Cury et al., 2008 ; Doumen et al., 2014 ; Pinxten et al., 2014 ). The second is associated with academic behaviors such as adopting effective learning strategies, spaced practice, retrieval practice, or dual coding (Vu et al., 2021 ). This posits that if students experience genuine interest or satisfaction in their learning journey, they demonstrate higher levels of engagement or perseverance, which can ultimately lead to academic success. Similarly, research shows that goal setting can influence motivation (Cheng, 2023). Skinner’s ( 1995 ) emphasis on reinforcement mechanisms aims to support our hypothesis that positive reinforcement influences academic behavior and performance, which was recently researched and confirmed by Omomia and Omomia ( 2014 ) and reviewed by Gordan ( 2014 ). This approach not only forms the apex of our investigation but also aligns with higher education’s mission to nurture students who will meet academic benchmarks and contribute positively to society. H2: Motivation has a significant effect on the academic performance of Metharath University students. The research framework seeks to determine the dual relationship between student motivation and performance at Metharath University. The case study’s motivation (comprising both intrinsic and extrinsic factors) is a dependent variable that will be measured using the Academic Motivation Scale (AMS) by Vallerand et al. (1992). The independent variable (academic performance) will be measured using previous and current grades concurrently with examination scores. Methodology The target population was the students of Metharath University, who were approximately 1000 in number at the Pathum Thani campus in Thailand. The Taro Yamane ( 1973 ) table, which included 286 respondents, was used to determine the sample size of the study. A pilot study with 30 students was first conducted, followed by a quantitative study using an anonymous structured questionnaire distributed randomly to 286 students from the three faculties of the school. The faculties involved were the School of Liberal Arts, the School of Management, and the School of Nursing, all of which are situated at the Pathum Thani campus. The structured questionnaire used a 5-point Likert scale related to the objectives of the study, ranging from 1 (strongly disagreeing) to 5 (strongly agreeing). Three experts in the field validated the questionnaire, and the school administration approved the request for data collection. For reliability, the Cronbach’s alpha test was used for the measurement model to assess the internal consistency of the study questionnaire. A satisfactory reliability of 0.798 was achieved, which, according to Hair et al. (2016), needed to be more than 0.70. Data analysis The responses of the respondents were analyzed via correlation analysis and a single linear regression analysis, as shown below, using the Statistical Package for Social Sciences (SPSS) version 29. The demographic analysis of the respondents is presented in Table 1 . There were 286 students who participated, with 113 males (39.5%) and 173 females (60.5%). All the respondents were undergraduate students from the three faculties offered at the Pathum Thani campus of Metharath University. Table 1 The table shows the sex distribution of the population studied. Gender Frequency Percentage Male 113 39.5% Female 173 60.5% Total 286 100% Descriptive statistics were used to compute and summarize the distributions of the key variables. The table below presents the means and standard deviations for motivation and academic performance scores using the graded point averages (GPAs) of the students sampled. Table 2 The table presents the descriptive statistics of the variables studied. Variables Mean Standard Deviation N Motivation 6.04 0.693 286 Students’ GPA 3.43 0.545 286 The table above shows motivation as the independent variable, with a mean score of 6.04 and a standard deviation of 0.693. The students’ GPA was the dependent variable, with 3.43 as the mean score and a standard deviation of 0.545. Pearson correlation analysis was used to assess the strength and direction of the linear relationship between academic performance and student motivation. The results below indicate a positive correlation between performance and motivation, with a value of 0.733. The closer the value is to 1, the stronger the relationship is, with a statistical significance of P = 0.000. Table 3 The table presents the correlation between motivation and GPA student results Pearson Correlation GPA P N Motivation 0.733 0.000 286 Therefore, based on the positive correlation value of 0.733, the hypothesis that there is a relationship between motivation and student performance among Metharath University students is accepted and valid. This means that as student motivation increases, academic performance tends to improve as well. A regression analysis was conducted to determine the predictive power of motivation for academic performance using demographic variables. The results are displayed below in Table 4 . Table 4 Regression analysis results Model R R square Error of Estimate 1 0.733 0.537 286 The table above shows a positive relationship between motivation and student performance. An R value of 0.733 represents the regression coefficient, while an R value of 0.537 represents the total variability of the dependent values divided by the independent values. The adjusted R value is approximately 0.54, meaning that 54% of the variance in the dependent variable is explained by the independent variable in the regression model. Therefore, 54% of the motivation explained the total variability in students’ GPA. The regression model confirms that student motivation is a significant predictor of academic performance, even if relevant demographic variables are involved. Subgroup analyses were also conducted to explore potential variations in the relationship between motivation and academic performance across the three disciplines: the School of Management (SOM), the School of Nursing (SON) and the School of Liberal Arts (SOLAR). The results are shown below and indicate consistent positive correlations among the three disciplines, further supporting the robustness of the relationship. Table 5 Subgroup analyses Discipline Correlation (r) SOM 0.781 SON 0.693 SOLAR 0.703 Analysis of variance (ANOVA) was used to measure the fitness of the regression model. The table below shows the fitness with academic performance as the dependent variable and student motivation as the independent variable: Table 6 ANOVA Table df Sum of squares SS Mean square MS F-statistic Regression 1 1200.5 1200.5 36.78 Residual 98 1985.3 20.27 Total 99 3185.8 Table 6 shows that the F-statistic, which is the ratio of explained variance to unexplained variance, is 36.78 when the P value is less than 0.000. This is a clear indication that the regression model improved the fit compared to the null model and that the explained variance in academic performance was greater than the unexplained variance. These values provide statistical evidence in favor of the hypothesis that the regression model is a better fit than the null model in predicting student performance using student motivation. The coefficient table (parameter estimates table) provides information about the estimated coefficients in the regression model. Table 7 Coefficient table Coefficient SE T value p Constant 62.3 5.2 12.0 0.000 Motivation 8.5 1.2 7.1 0.000 The coefficient table shows the effect of the independent variable in relation to the dependent variable. Analysis of the table shows that we obtain a t-statistic of 12.0 when the P value is 0.000. Motivation has a t-statistic value of t = 7.1 and a P value of 0.000. Higher t values suggest greater evidence against the null hypothesis that the true coefficient is zero. In the table above, motivation has a p value (p = 0.000); hence, P < 0.05. This is interpreted as indicating that when the independent variable is constant, the student’s GPA decreases by 0%, while motivation (an independent variable) is predicted to increase academic performance (a dependent variable) by 8.5 units. Based on these results, both the hypotheses that motivation impacts student performance positively at Metharath University and that motivation can also be used as a predictor of academic performance are valid and accepted. Discussion The current study aimed to investigate the impact of motivation on student performance at Metharath University. Hypotheses H1 and H2 are accepted due to the strong positive correlation (r = 0.733) and the positive coefficient in the regression analysis (B = 0.733, p<0.001), which confirm that higher levels of motivation are associated with improved academic performance. The study revealed a strong positive relationship between motivating students and improvements in academic performance at Metharath University. Our results also corroborate previous research performed by Chepkirui and Huang (2021), who suggested a positive association between motivation and academic performance in university students in Kenya. The mediating roles of learning engagement and self-efficacy align with the broader literature on motivational theories in education, as done by Kotera et al. (2021), Muhammad et al. (2021), and a similar study by Howard et al. (2021). Conclusions This study investigated the relationship between student motivation and academic performance at Metharath University. Our findings indicate a strong positive correlation and relationship in the regression analysis of the data. Moreover, the study sheds light on the role of enhancing learning engagement, further emphasizing the multifaceted nature of the connection between motivation and student performance. In a broader context of sustainable education goals, our research contributes empirical evidence specific to Metharath University by enriching the understanding of how motivation positively enhances academic performance. By corroborating and referencing existing theories, this study serves as a valuable addition to scholarly knowledge on motivation in education. Implications of the study In light of the findings of the present study, it is recommended that both educational providers and students focus on the use of motivation to aid learning and enhance academic grades. The implications of our research extend beyond academia to administrators, policymakers, and parents as well. By recognizing the pivotal role of motivation, Metharath University can implement strategic interventions and policies to foster a conducive learning environment for success and sustainable education. It is essential to acknowledge the study’s limitations through cross-sectional research and the reliance on self-reported measures. While these limitations are considered, they present opportunities for future researchers to dive deeper while applying a longitudinal research design to validate the current results. Moreover, future studies could validate the same research at other universities or educational institutions, such as primary or secondary schools. As Metharath University strives for academic excellence in the education sector and aligns its vision with the principles of higher education, the insights from this research underscore the importance of fostering a motivated student body. By incorporating these findings into education practices, universities can significantly contribute to their mission to produce academically excellent graduates who can be catalysts for positive change in society. Declarations Ethics approval obtained: This study was approved by the Shinawatra university Research Ethics Committee (approval no. Siu/2023) Funding The author funded the entire research paper. Conflict of interest/competing interests The author declares that she has no competing interests. Ethics Approval Not applicable. 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Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Published Journal Publication published 24 Oct, 2025 Read the published version in Indonesian Journal of Educational Research and Review → Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4148198","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":282590618,"identity":"203db14b-4d3b-469a-8c69-b48e77983854","order_by":0,"name":"Maya Khan","email":"","orcid":"https://orcid.org/0009-0006-5331-3491","institution":"Metharath University","correspondingAuthor":false,"prefix":"","firstName":"Maya","middleName":"","lastName":"Khan","suffix":""},{"id":282590619,"identity":"12e277d3-58b7-422d-a715-e5efc463fb4f","order_by":1,"name":"Lim Chong Ewe","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAvUlEQVRIiWNgGAWjYBACPmYQWWEjB6IOPCBGCxtYy5k0Y7CWBKK0gAjGtsOJDSAGcVrYuRM/fDhzOH1+2OGHQFvs5HQbCDqMd7PkjIr03I230wyAWpKNzQ4Q1rKNmeeMde7G2QkgLQcStxGl5W8bc7rh7PQPJGhhbHNOkJfOId6WzZI9Z9IMN0jnFBxIMCDCL/z8Zzd++FFhIy8/O33zhw8VdnIEtcCBAVilAbHKQUC+gRTVo2AUjIJRMKIAAJUeQi5EmF8XAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0002-7107-3990","institution":"Metharath University","correspondingAuthor":true,"prefix":"","firstName":"Lim","middleName":"Chong","lastName":"Ewe","suffix":""}],"badges":[],"createdAt":"2024-03-22 08:28:08","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-4148198/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4148198/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.23887/ijerr.v8i3.97973","type":"published","date":"2025-10-25T00:00:00+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":107918375,"identity":"3a46cf6e-7f38-47bc-9a2b-bb2ac3fcad31","added_by":"auto","created_at":"2026-04-27 14:27:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":251092,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4148198/v1/ca2ec83e-ac9c-4d31-bd35-522d87ccb644.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eImpact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe intricate relationship between motivation and academic performance usually stands as a pivotal area of scholarly inquiry in higher education. Universities and colleges globally strive to cultivate environments that foster holistic student development, and understanding the dimensions of motivational impact is imperative for developing a sustainable development vision (UNESCO, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). This paper aims to explore the interplay between the profound influence of motivation and the academic performance of students at Metharath University comprehensively. It is therefore essential for educators and policymakers to create strategies that foster a positive learning environment to maximize student potential.\u003c/p\u003e\n\u003cp\u003eMotivation emerges as a crucial factor influencing the initiation of academic endeavors, as does the sustained effort and patience necessary for achieving academic excellence (Martin, \u003cspan class=\"CitationRef\"\u003e2002\u003c/span\u003e). As higher education facilities continue to enhance their educational strategies, it becomes vital to comprehend the definitions and types of motivation that can shape and influence students\u0026rsquo; academic grades. The quest for sustainable development is a global imperative, and education, specifically Goal 4 of the United Nations\u0026rsquo; Sustainable Development Goals (SDGs), plays a key role in shaping the trajectory toward a sustainable future, among other development objectives (UNESCO \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eMotivation enhances a student\u0026rsquo;s effort to accomplish his or her academic duties, as reflected in all areas of learning, such as classwork, assignments, continuous-based tests, and examinations. Motivation in school learning involves arousing, persisting, sustaining, directing, and maintaining people\u0026rsquo;s learning behaviors (Woolfolk, \u003cspan class=\"CitationRef\"\u003e2019\u003c/span\u003e). Early theorists previously explained that motivation enables individuals to handle or cope with challenges faced in the learning process and stimulates them to continue with hard work through self-efficacy (Bandura, \u003cspan class=\"CitationRef\"\u003e1997\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eDespite the growing recognition of the importance of motivation, a significant gap still remains in the literature concerning the interplay between motivation and academic performance within a university setting. Academics still encounter various challenges, such as academic burdens or burnout, where motivation could be an asset in enhancing self-regulated learning (Hensley \u0026amp; Wolters, 2021). Addressing this gap is vital not only for advancing theoretical frameworks but also for forming interventions that can optimize the learning environment and promote student success in academics.\u003c/p\u003e\n\u003cp\u003eThe study aims to achieve the following objectives:\u003c/p\u003e\n\u003cp\u003e1. To determine the relationship between the motivation and academic performance of Metharath University students.\u003c/p\u003e\n\u003cp\u003e2. To determine the effect of motivation on the academic performance of Metharath University students.\u003c/p\u003e\n\u003cp\u003eMotivation has long been recognized as a key determinant of academic success, with various theoretical frameworks offering insight into the interplay between motivation and performance. Achievement goal theory states that individuals are motivated by different goals, such as a desire for mastery or avoidance of failure (Ames \u003cspan class=\"CitationRef\"\u003e1992\u003c/span\u003e), which was further researched by Bardach et al. (\u003cspan class=\"CitationRef\"\u003e2020\u003c/span\u003e). In academia, understanding this theory is crucial for tailoring interventions that drive students to work hard and perform well. Knowledge of the motivational drivers that propel students toward academic excellence is important for fostering a culture of lifelong learning and societal engagement (Vu et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). Moreover, motivation can be harnessed to instill good values, theories, principles, and a sense of responsibility toward the community and the environment.\u003c/p\u003e\n\u003cp\u003eSelf-determination theory (Deci \u0026amp; Ryan, 1985; Gagne \u0026amp; Deci, 2005) provides a means to examine the roles of intrinsic and extrinsic motivations in academic experiences. The extent to which students may be extrinsically or intrinsically motivated, driven by a genuine interest in satisfaction or external rewards, can positively impact academic engagement (Chiu, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). Based on this self-determination theory, motivation can be grouped as intrinsic (reaching within oneself to find motive) or extrinsic (external factors that cause motivation). These two types of motivation can be seen as a continuum where one student can use external factors such as fear of punishment or internal factors such as personal interest to fulfill an academic goal (Ryan \u0026amp; Deci, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\n\u003cp\u003eWhen we link the exploration of motivation to the broader context of sustainable education, it is important to consider how its potential can nurture environmentally conscious and socially responsible individuals. Sustainable education, as articulated in the SDGs 2030, encompasses values and behaviors that help contribute to a sustainable and equitable world for future generations (UNESCO, \u003cspan class=\"CitationRef\"\u003e2017\u003c/span\u003e). Research by Wentzel et al. (1991) and Contreras et al. (2017) highlights the importance of incorporating motivational factors, suggesting that students who are motivated by a sense of environmental responsibility are more likely to engage in pro-environmental behaviors. Thus, understanding how motivation is also related to sustainable values is crucial for any university to produce graduates who are not only academically proficient but also socially aware of it. Similarly, Liem et al. (2021) suggested that motivated students will put more effort into learning than their less motivated counterparts in terms of persistency in learning.\u003c/p\u003e\n\u003cp\u003eOn this note, much intensive research has been done previously on the topic of motivation in higher learning, where a positive correlation between motivation and academic performance exists (Pintrich \u0026amp; De Groot, \u003cspan class=\"CitationRef\"\u003e1990\u003c/span\u003e; Vallerand, \u003cspan class=\"CitationRef\"\u003e1997\u003c/span\u003e; Middleton et al., 1999). Recent research offers valuable and critical insight into how students\u0026apos; performance is either increased (Chepkirui \u0026amp; Huang, \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e) or likely to persist when they are motivated, as in the study performed by Bucea-Manea-Tonis et al. (2021), which also supports theoretical knowledge. Pedagogy and student motivation are likewise connected, as teaching methods and approaches can impact students\u0026rsquo; level of engagement and learning enthusiasm (Iyamu, \u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e; Lo et al., \u003cspan class=\"CitationRef\"\u003e2022\u003c/span\u003e). A similar recent study performed by Bembenutty (\u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Rutherford et al. (\u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e) underscores the way motivational practices among college students could enhance both learning and performance.\u003c/p\u003e\n\u003cp\u003eH1: There is a significant relationship between motivation and good academic performance among Metharath University students.\u003c/p\u003e\n\u003cp\u003eGenerally, it is accepted that motivation may affect academic performance positively, although the exact way this occurs is not completely clear. Theoretically, two routes have been established as the quantity (frequency of academic behaviors) aimed at achievement, such as persistence working hard or exerting effort (Cury et al., \u003cspan class=\"CitationRef\"\u003e2008\u003c/span\u003e; Doumen et al., \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e; Pinxten et al., \u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e). The second is associated with academic behaviors such as adopting effective learning strategies, spaced practice, retrieval practice, or dual coding (Vu et al., \u003cspan class=\"CitationRef\"\u003e2021\u003c/span\u003e). This posits that if students experience genuine interest or satisfaction in their learning journey, they demonstrate higher levels of engagement or perseverance, which can ultimately lead to academic success. Similarly, research shows that goal setting can influence motivation (Cheng, 2023). Skinner\u0026rsquo;s (\u003cspan class=\"CitationRef\"\u003e1995\u003c/span\u003e) emphasis on reinforcement mechanisms aims to support our hypothesis that positive reinforcement influences academic behavior and performance, which was recently researched and confirmed by Omomia and Omomia (\u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e) and reviewed by Gordan (\u003cspan class=\"CitationRef\"\u003e2014\u003c/span\u003e). This approach not only forms the apex of our investigation but also aligns with higher education\u0026rsquo;s mission to nurture students who will meet academic benchmarks and contribute positively to society.\u003c/p\u003e\n\u003cp\u003eH2: Motivation has a significant effect on the academic performance of Metharath University students.\u003c/p\u003e\n\u003cp\u003eThe research framework seeks to determine the dual relationship between student motivation and performance at Metharath University. The case study\u0026rsquo;s motivation (comprising both intrinsic and extrinsic factors) is a dependent variable that will be measured using the Academic Motivation Scale (AMS) by Vallerand et al. (1992). The independent variable (academic performance) will be measured using previous and current grades concurrently with examination scores.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThe target population was the students of Metharath University, who were approximately 1000 in number at the Pathum Thani campus in Thailand. The Taro Yamane (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e1973\u003c/span\u003e) table, which included 286 respondents, was used to determine the sample size of the study. A pilot study with 30 students was first conducted, followed by a quantitative study using an anonymous structured questionnaire distributed randomly to 286 students from the three faculties of the school. The faculties involved were the School of Liberal Arts, the School of Management, and the School of Nursing, all of which are situated at the Pathum Thani campus.\u003c/p\u003e \u003cp\u003eThe structured questionnaire used a 5-point Likert scale related to the objectives of the study, ranging from 1 (strongly disagreeing) to 5 (strongly agreeing). Three experts in the field validated the questionnaire, and the school administration approved the request for data collection. For reliability, the Cronbach\u0026rsquo;s alpha test was used for the measurement model to assess the internal consistency of the study questionnaire. A satisfactory reliability of 0.798 was achieved, which, according to Hair et al. (2016), needed to be more than 0.70.\u003c/p\u003e"},{"header":"Data analysis","content":"\u003cp\u003eThe responses of the respondents were analyzed via correlation analysis and a single linear regression analysis, as shown below, using the Statistical Package for Social Sciences (SPSS) version 29.\u003c/p\u003e\n\u003cp\u003eThe demographic analysis of the respondents is presented in Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e. There were 286 students who participated, with 113 males (39.5%) and 173 females (60.5%). All the respondents were undergraduate students from the three faculties offered at the Pathum Thani campus of Metharath University.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThe table shows the sex distribution of the population studied.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eGender\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eFrequency\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePercentage\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e39.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e173\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e60.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e286\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e100%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eDescriptive statistics were used to compute and summarize the distributions of the key variables. The table below presents the means and standard deviations for motivation and academic performance scores using the graded point averages (GPAs) of the students sampled.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThe table presents the descriptive statistics of the variables studied.\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMotivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e6.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.693\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e286\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStudents\u0026rsquo; GPA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3.43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.545\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e286\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe table above shows motivation as the independent variable, with a mean score of 6.04 and a standard deviation of 0.693. The students\u0026rsquo; GPA was the dependent variable, with 3.43 as the mean score and a standard deviation of 0.545.\u003c/p\u003e\n\u003cp\u003ePearson correlation analysis was used to assess the strength and direction of the linear relationship between academic performance and student motivation. The results below indicate a positive correlation between performance and motivation, with a value of 0.733. The closer the value is to 1, the stronger the relationship is, with a statistical significance of P\u0026thinsp;=\u0026thinsp;0.000.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThe table presents the correlation between motivation and GPA student results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePearson Correlation\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eGPA\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eP\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eN\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMotivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.733\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e286\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTherefore, based on the positive correlation value of 0.733, the hypothesis that there is a relationship between motivation and student performance among Metharath University students is accepted and valid. This means that as student motivation increases, academic performance tends to improve as well.\u003c/p\u003e\n\u003cp\u003eA regression analysis was conducted to determine the predictive power of motivation for academic performance using demographic variables. The results are displayed below in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eRegression analysis results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eModel\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eR\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eR square\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eError of Estimate\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.733\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.537\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e286\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe table above shows a positive relationship between motivation and student performance. An R value of 0.733 represents the regression coefficient, while an R value of 0.537 represents the total variability of the dependent values divided by the independent values. The adjusted R value is approximately 0.54, meaning that 54% of the variance in the dependent variable is explained by the independent variable in the regression model. Therefore, 54% of the motivation explained the total variability in students\u0026rsquo; GPA.\u003c/p\u003e\n\u003cp\u003eThe regression model confirms that student motivation is a significant predictor of academic performance, even if relevant demographic variables are involved.\u003c/p\u003e\n\u003cp\u003eSubgroup analyses were also conducted to explore potential variations in the relationship between motivation and academic performance across the three disciplines: the School of Management (SOM), the School of Nursing (SON) and the School of Liberal Arts (SOLAR). The results are shown below and indicate consistent positive correlations among the three disciplines, further supporting the robustness of the relationship.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eSubgroup analyses\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDiscipline\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCorrelation (r)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.781\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSON\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.693\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSOLAR\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.703\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAnalysis of variance (ANOVA) was used to measure the fitness of the regression model. The table below shows the fitness with academic performance as the dependent variable and student motivation as the independent variable:\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eANOVA Table\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSum of squares SS\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean square MS\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eF-statistic\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRegression\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1200.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1200.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e36.78\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eResidual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1985.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e20.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e3185.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e shows that the F-statistic, which is the ratio of explained variance to unexplained variance, is 36.78 when the P value is less than 0.000. This is a clear indication that the regression model improved the fit compared to the null model and that the explained variance in academic performance was greater than the unexplained variance. These values provide statistical evidence in favor of the hypothesis that the regression model is a better fit than the null model in predicting student performance using student motivation.\u003c/p\u003e\n\u003cp\u003eThe coefficient table (parameter estimates table) provides information about the estimated coefficients in the regression model.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab7\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eCoefficient table\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eCoefficient\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSE\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eConstant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e62.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e5.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e12.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMotivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e8.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e7.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eThe coefficient table shows the effect of the independent variable in relation to the dependent variable. Analysis of the table shows that we obtain a t-statistic of 12.0 when the P value is 0.000. Motivation has a t-statistic value of t\u0026thinsp;=\u0026thinsp;7.1 and a P value of 0.000. Higher t values suggest greater evidence against the null hypothesis that the true coefficient is zero.\u003c/p\u003e\n\u003cp\u003eIn the table above, motivation has a p value (p\u0026thinsp;=\u0026thinsp;0.000); hence, P\u0026thinsp;\u0026lt;\u0026thinsp;0.05. This is interpreted as indicating that when the independent variable is constant, the student\u0026rsquo;s GPA decreases by 0%, while motivation (an independent variable) is predicted to increase academic performance (a dependent variable) by 8.5 units.\u003c/p\u003e\n\u003cp\u003eBased on these results, both the hypotheses that motivation impacts student performance positively at Metharath University and that motivation can also be used as a predictor of academic performance are valid and accepted.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe current study aimed to investigate the impact of motivation on student performance at Metharath University. Hypotheses H1 and H2 are accepted due to the strong positive correlation (r = 0.733) and the positive coefficient in the regression analysis (B = 0.733, p\u0026lt;0.001), which confirm that higher levels of motivation are associated with improved academic performance. The study revealed a strong positive relationship between motivating students and improvements in academic performance at Metharath University.\u003c/p\u003e\n\u003cp\u003eOur results also corroborate previous research performed by Chepkirui and Huang (2021), who suggested a positive association between motivation and academic performance in university students in Kenya. The mediating roles of learning engagement and self-efficacy align with the broader literature on motivational theories in education, as done by Kotera et al. (2021), Muhammad et al. (2021), and a similar study by Howard et al. (2021).\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThis study investigated the relationship between student motivation and academic performance at Metharath University. Our findings indicate a strong positive correlation and relationship in the regression analysis of the data. Moreover, the study sheds light on the role of enhancing learning engagement, further emphasizing the multifaceted nature of the connection between motivation and student performance.\u003c/p\u003e \u003cp\u003eIn a broader context of sustainable education goals, our research contributes empirical evidence specific to Metharath University by enriching the understanding of how motivation positively enhances academic performance. By corroborating and referencing existing theories, this study serves as a valuable addition to scholarly knowledge on motivation in education.\u003c/p\u003e \u003cp\u003e \u003cb\u003eImplications of the study\u003c/b\u003e \u003c/p\u003e \u003cp\u003eIn light of the findings of the present study, it is recommended that both educational providers and students focus on the use of motivation to aid learning and enhance academic grades. The implications of our research extend beyond academia to administrators, policymakers, and parents as well. By recognizing the pivotal role of motivation, Metharath University can implement strategic interventions and policies to foster a conducive learning environment for success and sustainable education.\u003c/p\u003e \u003cp\u003eIt is essential to acknowledge the study\u0026rsquo;s limitations through cross-sectional research and the reliance on self-reported measures. While these limitations are considered, they present opportunities for future researchers to dive deeper while applying a longitudinal research design to validate the current results. Moreover, future studies could validate the same research at other universities or educational institutions, such as primary or secondary schools.\u003c/p\u003e \u003cp\u003eAs Metharath University strives for academic excellence in the education sector and aligns its vision with the principles of higher education, the insights from this research underscore the importance of fostering a motivated student body. By incorporating these findings into education practices, universities can significantly contribute to their mission to produce academically excellent graduates who can be catalysts for positive change in society.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval obtained: This study was approved by the Shinawatra university Research Ethics Committee (approval no. Siu/2023)\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author funded the entire research paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest/competing interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that she has no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll datasets generated and/or analyzed during the study are not publicly available because we used an anonymous approach for data collection. However, they are available upon reasonable request from the author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmes, C. (1992). Classrooms: Goals, structures, and student motivation. \u003cem\u003eJournal of Educational Psychology, 84\u003c/em\u003e(3), 261\u0026ndash;271. https://doi.org/10.1037/0022-0663.84.3.261\u003c/li\u003e\n\u003cli\u003eBandura, A. (1997). \u003cem\u003eSelf-efficacy: The exercise of control\u003c/em\u003e. Henry Holt \u0026amp; Co. New York: Freeman.\u003c/li\u003e\n\u003cli\u003eBardach, L., Oczlon, S., Pietschnig, J., \u0026amp; L\u0026uuml;ftenegger, M. (2020). Has achievement goal theory been right? 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(1973) Statistics: An Introductory Analysis. 3rd Edition, Harper and Row, New York.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"Shinawatra University","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"academic performance, motivation, sustainable education, relationships","lastPublishedDoi":"10.21203/rs.3.rs-4148198/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4148198/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis research investigates the pivotal relationship between the impact of motivation and the academic performance of Metharath University students within the concept of sustainable education. The objectives are to examine the relationship between motivation and performance and to examine the impact that motivation has on student grades. The quantitative research design involved a cross-sectional survey administered to a stratified random sample of bachelor-degree students across the three faculties at the Pathum Thani campus, Thailand. The data were analyzed using correlation analysis and simple linear regression methods. The Academic Motivation Scale (AMS) was used to measure motivation, while current academic records were used as objective indicators of performance. The findings revealed a robust positive correlation (r\u0026thinsp;=\u0026thinsp;0.733) and a significant positive relationship in the regression analysis (B\u0026thinsp;=\u0026thinsp;0.733, p\u0026thinsp;\u0026lt;\u0026thinsp;0.00), affirming our hypothesis that heightened student motivation can enhance student academic performance. Based on the findings above, a positive relationship exists between motivation and performance, which provides educators, policymakers, and students with empirical evidence supporting improved learning outcomes. Despite these limitations, such as the study\u0026rsquo;s cross-sectional nature, the insights derived from the study offer a valuable foundation for future research, targeted interventions, and informed decision-making strategies using motivation as a crucial factor in shaping the academic success of university students.\u003c/p\u003e","manuscriptTitle":"Impact of Motivation on Student’s Academics Performance: a Case Study of Metharath University (Mru) Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-03-27 05:26:41","doi":"10.21203/rs.3.rs-4148198/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"7d7618b7-37fc-4998-a359-9665a1b7b5e8","owner":[],"postedDate":"March 27th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":29933836,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2026-04-27T14:27:48+00:00","versionOfRecord":{"articleIdentity":"rs-4148198","link":"https://doi.org/10.23887/ijerr.v8i3.97973","journal":{"identity":"indonesian-journal-of-educational-research-and-review","isVorOnly":true,"title":"Indonesian Journal of Educational Research and Review"},"publishedOn":"2025-10-25 00:00:00","publishedOnDateReadable":"October 25th, 2025"},"versionCreatedAt":"2024-03-27 05:26:41","video":"","vorDoi":"10.23887/ijerr.v8i3.97973","vorDoiUrl":"https://doi.org/10.23887/ijerr.v8i3.97973","workflowStages":[]},"version":"v1","identity":"rs-4148198","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4148198","identity":"rs-4148198","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}