Influence of intrinsic motivation on the academic performance of first-semester students in the education program

Abstract

This study analyzes the influence of intrinsic motivation on the academic performance of first-semester students in the Education program at the Universidad Estatal del Sur de Manabí, within the context of the Educational Psychology course delivered in a blended learning modality. The research was conducted under a qualitative-quantitative approach, with a non-experimental, cross-sectional design and an analytical-exploratory level. The sample consisted of 48 students selected through non-probability convenience sampling. A structured questionnaire with a Likert scale was applied as the data collection instrument via Google Forms. The results show that students present predominantly favorable levels of intrinsic motivation, expressed through genuine interest in learning, enjoyment of the learning process, autonomous disposition toward content comprehension, and the ability to critically analyze strategies prior to completing academic activities. However, individual differences were identified in active participation and content comprehension, suggesting that intrinsic motivation is not distributed homogeneously across the group. It is concluded that intrinsic motivation significantly influences academic performance, establishing itself as a determining factor in the quality of learning and academic commitment in blended learning environments.