WHAT MAKES STUDENTS WANT TO LEARN? MOTIVATION AND ACADEMIC BEHAVIOR AMONG SECONDARY SCHOOL STUDENTS IN UZBEKISTAN
Keywords:
student motivation, intrinsic motivation, extrinsic motivation, academic performance, Uzbekistan, educational psychology, self-determination theoryAbstract
This paper looks at why students choose to study, and how different reasons for studying affect their learning and well-being. The main theoretical basis is Self-Determination Theory, which separates motivation into intrinsic (genuine personal interest) and extrinsic (studying for grades, parental approval, or career goals) types. The paper focuses on how these ideas apply to secondary school students in Uzbekistan, where family expectations and exam pressure play a strong role in shaping student behavior. Based on a review of existing research, the paper finds that students with genuine personal interest in learning tend to perform better, feel less anxious, and retain knowledge longer. At the same time, it argues that family-driven motivation in Central Asian culture is not simply a form of external pressure: when students truly adopt family values as their own, this motivation can be just as positive as personal curiosity. The paper ends with some thoughts on what teachers and schools could do differently to support better forms of student motivation.
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