EFFECT OF STUDENTS' INTELLECTUAL ABILITY ON STUDENTS’ MOTIVATION TOWARD LEARNING AT UNIVERSITY LEVEL

Abstract

Background: Students' intellectual ability significantly impacts their motivation toward learning, influencing both intrinsic and extrinsic motivational drivers. Higher intellectual ability is often associated with curiosity and enjoyment in learning, while lower intellectual ability tends to make students rely more on external rewards and reinforcements. Motivation, in turn, drives persistence and engagement in academic tasks, making the interplay between intellectual ability and motivation crucial for achieving educational success, particularly at the university level.

Objective: The study aimed to assess the levels of students' intellectual ability and motivation (intrinsic and extrinsic) toward learning and to examine the effect and relationship between intellectual ability and motivation among university students.

Methods: The study adopted a descriptive research design based on the positivist paradigm of quantitative research. The population consisted of all 39 public and private universities in Lahore District. A multistage sampling technique was employed, including stratified and cluster sampling, to select a sample of 750 students from five public and nine private universities. Data were collected using validated questionnaires adapted for intellectual ability and motivation. Instrument validity was assessed through expert opinion, and reliability was confirmed with Cronbach's Alpha scores of 0.881 and 0.854, respectively. Data were analyzed using SPSS, employing descriptive statistics, Pearson correlation, and regression analysis to meet the study objectives.

Results: The results revealed that students' intellectual ability significantly affected their overall motivation (B=1.068, Beta=0.492, t=15.44, p=0.000), intrinsic motivation (B=0.972, Beta=0.435, t=13.20, p=0.000), and extrinsic motivation (B=1.165, Beta=0.353, t=10.33, p=0.000). A moderate positive correlation was observed between intellectual ability and overall motivation (r=0.492, p=0.000), intrinsic motivation (r=0.435, p=0.000), and extrinsic motivation (r=0.353, p=0.000). Mean scores for intellectual ability ranged from 2.09 to 2.36, reflecting moderate levels, while intrinsic and extrinsic motivation also showed moderate agreement, with the highest scores for curiosity (M=2.29) and reward-driven participation (M=2.30).

Conclusion: The findings highlighted a significant relationship between students' intellectual ability and motivation, demonstrating that intellectual ability positively influences both intrinsic and extrinsic motivational dimensions. The study emphasized the need for tailored instructional strategies to support diverse learners and foster balanced motivational drivers. Addressing individual intellectual levels through inclusive learning environments is crucial for promoting academic engagement and success.