Year: 2024
Type: article
Abstract: The present study addresses the relationship between motivation and academic performance in high school students, considering its relevance in the comprehensive development of adolescents. Through a qualitative literature review, research published between 2015 and 2024 in indexed databases such as Scopus and Web of Science was analyzed. The findings indicate that intrinsic motivation, associated with personal interest and self-determination, favors deep and sustained learning, while extrinsic motivation shows positive effects limited in time. In addition, factors such as self-efficacy, teaching style and family support significantly influence the strengthening of motivation. It is concluded that academic motivation is a complex phenomenon, determined by personal and contextual interactions, whose understanding allows the design of more effective, inclusive and student-centered pedagogical strategies.
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410466576