Abstract
This study examined the role of extrinsic and extrinsic motivation, stress, self-esteem, gender
and students’ expectations in predicting academic outcomes. Participants were DBS
psychology freshman (N= 75: Male, N=149: Female). All participants completed intrinsic
and extrinsic motivation questionnaire, academic stress scale, and self-esteem scale. In
general, participants reported strong intrinsic motivation orientation than extrinsic motivation
styles. However, Female students were significantly motivated in term of fear of failure (t
(222) = -4.81, p < .001); authority expectations (t (222) = -2.03, p = .043); peer acceptance (t
(222) = -2.50, p = .013). Results showed significant gender differences in stress (t (222) = -
2.680, p = .008) significant difference in students’ expectation in term of data analysis result
(t (201) = 12.906, p < .001) and overall average result (t (201) = 14.956, p < .001).but no
significant gender differences in self-esteem. In the first predictive model power
motivation (β =.204, p = .009), self-esteem (β =.181, p = .034) positively influenced data
analysis performance. Whereas authority expectation had negative significant correlation
these results (β = -.234, p = .007). In the second model power motivation (β =.186, p = .018),
academic stress (β =.171, p = .045) positively affected end of year overall average
performance, but negative results were significantly associated with authority expectation (β
=-.216, p = .014). Both models significantly explain data analysis results (Adjusted R-sq. =
.078; F (10, 182) = 2.62, p = .005), and end of first year overall average results Adjusted Rsq.
= .064; F (10, 182) = 2.30, p = .014).
The findings provide greater insight into the psychological factors influencing first year
undergraduate psychology students’ performance when entering university. Author keywords: motivation, intrinsic, extrinsic, stress, self-esteem,
expectations, academic
performance
