The Pattern of Extrinsic Motivation and its Relationship to the Academic Interest of the High School Students in Jordan

Abstract

This study aimed to identify the dominant patterns of extrinsic motivation among high school students in Jordan and their relationship with academic interest. It also sought to examine the differences in patterns of extrinsic motivation and academic interest based on gender and academic track. To achieve the study's objectives, a sample of 302 students, the extrinsic motivation and academic interest scales were administered. The study found that identified regulation and introjected regulation were the dominant types of extrinsic motivation among students, both of which were at high levels. The results also showed that males exhibited higher levels of extrinsic regulation and integrated regulation, and the literary track had higher levels of extrinsic, introjected, and integrated regulation than those in the scientific track. Additionally, the level of academic interest was moderate, with students in the literary track showing more emotional interest than students in the scientific track. The study also revealed a statistically significant positive relationship between academic interest and patterns of extrinsic motivation. Moreover, integrated regulation and identified regulation were found to be good predictors of academic interest among students.