Differential effects of graduate students’ motivational orientations and motivational strategy interventions on learning outcomes

Abstract

This study aimed to examine the impact of different motivational strategies on learning outcomes and explore the interaction effects between these strategies and graduate students’ motivational orientations. As a result of the study, the use of external rewards had a positive effect on learning outcomes for learners with extrinsic motivation, but not for those with intrinsic motivation. Conversely, in a group that received motivational strategies emphasizing the value and interest of learning itself, the results were reversed. These findings suggest that the effectiveness of motivational strategies may depend on learners’ initial motivational orientations. The study highlights the importance of designing tailored motivational strategies that consider individual and contextual factors to enhance learners’ motivation and engagement.