This report investigates the correlation between various motivational orientations and academic performance in a tertiary educational setting. It explores the influence of intrinsic, extrinsic, and amotivation on student outcomes, considering the impact of peer climate and psychological well-being. The study utilizes a theoretical model to assess the relationship between perceived peer climate, self-motivation, and overall well-being among university students. The research draws upon self-determination theory, distinguishing between intrinsic motivation, driven by self-satisfaction, and extrinsic motivation, influenced by external factors such as rewards or avoidance of punishment, and amotivation, characterized by a lack of drive. The report analyzes how different types of extrinsic motivation, including external, introjected, and identified regulation, affect learning and performance. The findings highlight the complex interplay between motivational factors and educational outcomes, emphasizing the significance of self-determined types of motivation for student success.
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