The effects of intrinsic and extrinsic motivation on students learning effectiveness. Exploring the moderating role of gender

Purpose – The purpose of this paper is to investigate the relationship between individual motivation – both\r\nintrinsic and extrinsic – and learning effectiveness; moreover, this paper also investigates whether this\r\nrelationship is moderated by gender.\r\nDesign/methodology/approach – A quasi-experimental study was conducted. The research measured\r\nintrinsic motivation, extrinsic motivation and learning effectiveness among 1,491 students attending a coursework\r\nin informatics and computer basics in three different contexts: Burundi, Morocco and India.\r\nFindings – Findings suggest that intrinsic motivation has a positive effect on learning effectiveness, while\r\nextrinsicmotivation has a negative effect on learning effectiveness. It also shows that gender has amoderating role.\r\nOriginality/value – This research offers interesting contributions to the extant literature: first, it is the first\r\nto consider the moderating role of gender in the relationship between students’ motivation and learning\r\neffectiveness; second, it proposes the analysis of a rather broad data set with 1,491 students, thus providing\r\nstrong empirical research based on a consistent data set.