You are on page 1of 2


February 14, 2014

A Study of University Students Motivation and
Its Relationship with Their Academic Performance
Hasan Afzal, International Journal of Business and Management, Vol. 5, No. 4; April 2010

A journal critique by Merie Micah C. Lapuz

God-gifted talents, best teachers and best schooling augment the academic performance and
students motivation is prerequisite for students accomplishment. This study attempts to identify
the influence of students motivation on their academic performance. The sample of 342
individuals studying in different universities of Pakistan was selected. Questionnaires comprising
three parts were sent directly to targeted segment. In the first part, the first few questions are
related to personal information; second part consists of thirty questions of The University
Student Motivation and Satisfaction Questionnaire Version 2, which was used to measure
students extrinsic and intrinsic motivation, and last part is related to academics performance of
the students. The study delineates that students motivations dimensions extrinsic motivation and
intrinsic motivation has positive impact on academic performance of students. Academics
performance amplifies between the ranges of 23 percent and 34 percent due to extrinsic
motivation and intrinsic motivation and the overall model is significant (p<0.05). When we
compare variables on individual bases, students who adapt self-exploratory variable and altruism
variable, rejection of alternative options variable tend to perform better, whereas student who
adapt career and qualifications variable, social enjoyment variable and social pressure variable
tend to perform less then expected. The study accentuates that students motivation is a vital part
of students success.
In the research methodology, the researcher reported that the participants of
the study were 342 university students of different programs in various universities
of Islamabad and Lahore, Pakistan. Simple random sampling was used and 82%
were male and 18% were female, with an average age of 20 years.
There were a good number of respondents in the study. However, it is
noticeable that the percentage of male and female was not relative; there are more
male respondents than female ones. In that case, gender differences could have

cluttered with the results. Though, the researcher has an option of citing gender
differences in the delimitations of the study. The researcher could have also used
stratified random sampling for greater generalizability to college students among all
For the instrumentation and measurement, the The University Student
Motivation and Satisfaction Questionnaire version 2" (TUSMSQ2) developed by Neill
(2004) was to measure students motivation. The questionnaire has 30 items that
measure both extrinsic and intrinsic motivation of the students. The intrinsic
motivation includes self-exploration and altruism, and the extrinsic motivation
includes alternative options, career and qualifications, social enjoyment, and social
pressure. The TUSMSQ2 is based on 5-point Likert scale (1 5; very false towards
very true). Furthermore, in the procedure of the study, the questionnaires were
distributed randomly among the students of different programs of different
semesters and their responses were collected. Data were analyzed using SPSS for
Windows (version 17.0) for accurate analysis and results. The analysis included
regression analysis, and analysis of variance (ANOVA).
The participants in this study were local students of Pakistan yet the
researcher used a questionnaire that is foreign to them. This may contribute some
problem such as understanding the material and if there is culture bias in the
content. However, Afzal could have conducted a pilot study to assess the fit of
TUSMSQ2 to the Pakistanis and made the following adjustments. But on the plus
side, TUSMSQ2 has a high reliability and internal consistency. It also considered the
categories and different factors of student motivation. But if others would replicate
or do a similar study to this one, I recommend the more improved versions of the
said questionnaire.
To sum it up, the study has made good introduction and good objectives, and
that it actually contributed in calling our attention that motivation is important to be
developed and emphasized for learning and academic achievement, but there have
been some problems on the vital part of the studythe design. It could have
attained a better outcome if the researcher been able to use the right approaches.