Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students

Liu, Yuan; Hau, Kit‐Tai; Liu, Hongyun; Wu, Jing; Wang, Xiaofang; Zheng, Xin

doi:10.1111/jopy.12512

Cited by 158Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological and Educational Research Studies

Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students

Liu, Yuan, Hau, Kit‐Tai, Liu, Hongyun, Wu, Jing, Wang, Xiaofang, Zheng, Xin·2020·Journal of Personality

DOI 10.1111/jopy.12512

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Abstract

Objective For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students. Method A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model. Results The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance. Conclusions For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.

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Extrinsic motivation may not be as effective as intrinsic motivation in promoting long-term academic success.
“Previous studies suggest that while extrinsic motivation can drive performance, it may not be as effective as intrinsic motivation in promoting long-term academic success [53].”
From Academic motivation, procrastination, and adjustment: Exploring their impact on student profiles and academic performance (2025) · cites this paper as [53]

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Rights The Author(s)
Zhu, Y., & Leung, F. K. S. (2010)
Journal Scan
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College student intrinsic and/or extrinsic motivation and learning
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Authors: Liu, Y., Hau, K., Liu, H., Wu, J., Wang, X., & Zheng, X.
Affiliations: Ministry of Education of the People's Republic of China (CN)
Chinese University of Hong Kong (HK)
Beijing Normal University (CN)
Shenzhen Chuangyuan Education & Technology Corporation Limited Shenzhen China
Shenzhen University (CN)
Southwest University (CN)
Corresponding author: Zheng, Xin
ORCID: Liu, Yuan
Hau, Kit‐Tai
Liu, Hongyun
Wu, Jing
Wang, Xiaofang
Zheng, Xin
Venue: Journal of Personality
Publisher: Wiley
Published: 2019-09-16
Volume: 88
Issue: 3
Pages: 584-595
ISSN: 0022-3506 (ISSN-L)
1467-6494
DOI: 10.1111/jopy.12512
OpenAlex: W2972845338
Cited by: 139
References: 76
Citations by year: 2026: 16 · 2025: 29 · 2024: 34 · 2023: 27 · 2022: 16 · 2021: 14 · 2020: 2
FWCI: 9.43
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Journal of Personality (publishedVersion)
PubMed (publishedVersion)
Funders: National Natural Science Foundation of China (31800950, 31571152, SWU1809677)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
Keywords: intrinsic motivation, extrinsic motivation, academic performance, multiplicative interaction, Chinese students, academic progress, student motivation, cultural differences in learning
MeSH terms: Academic Performance, Adolescent, Adolescent Behavior, China, Female, Humans, Learning, Longitudinal Studies, Male, Motivation, Students

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Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students

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