BEYOND THE INTRINSIC–EXTRINSIC DICHOTOMY: MOTIVATIONAL PREDICTORS OF ACADEMIC PERFORMANCE IN PAKISTAN'S COLLECTIVIST HIGHER EDUCATION CONTEXT

Abstract

This study examines the influence of intrinsic and extrinsic motivation on academic performance among university students in southern Punjab, Pakistan. Using a sequential explanatory mixed-methods design, data were collected from 300 students across three universities, followed by interviews with 12 participants. Quantitative findings revealed that intrinsic motivation had a positive but non-significant relationship with academic performance, while extrinsic motivation showed a significant positive association and emerged as the stronger predictor of CGPA. Qualitative analysis identified key motivational factors, including personal interest, career aspirations, family expectations, institutional support, feedback quality, and social influences. The findings suggest that intrinsic and extrinsic motivation function as complementary rather than opposing forces within Pakistan’s collectivist educational context. The study concludes that culturally embedded external motivations, particularly family and career-related expectations, play an important role in shaping academic success and should be considered when designing educational policies and student support strategies.