Abstract

This study aimed to examine the impact of intrinsic and extrinsic motivation on academic achievement and students' attitudes toward learning in Omani schools. The study was conducted in the academic year 2023/2024 with a randomly selected sample of 890 students from public and private schools across Oman. A quantitative research design was employed, utilizing survey questionnaires to measure intrinsic and extrinsic motivation, attitudes toward learning, and academic performance (GPA). Data collection was conducted through self-reported questionnaires and school records, and statistical analyses were performed using multiple regression models. The findings revealed that intrinsic motivation significantly predicted higher GPA (β = 9.7671, p < 0.001) compared to extrinsic motivation (β = 4.7004, p < 0.001), explaining 58.4% of the variance. Similarly, intrinsic motivation had a greater positive effect on students’ attitudes toward learning (β = 0.8169, p < 0.001) compared to extrinsic motivation (β = 0.3982, p < 0.001), with an R² value of 0.709. These results highlight that intrinsically motivated students perform better academically and exhibit more positive learning attitudes than those relying on external rewards. Based on these findings, the study recommends shifting educational practices in Oman towards student-centered learning, fostering autonomy, and reducing dependence on extrinsic rewards. The study contributes to self-determination theory and provides practical implications for policymakers and educators to enhance student motivation and long-term academic success. These findings underscore the need for curriculum reforms aligned with Oman Vision 2040, emphasizing intrinsic motivation as a key driver of educational excellence. Future research should explore the longitudinal impacts of motivational strategies on student learning outcomes.

Key words: Intrinsic motivation, extrinsic motivation, academic achievement, attitudes toward learning, self-determination theory, Omani schools.