Motivation, Absenteeism, and Academic Performance

Authors:
Publisher website
Google Scholar
Abstract
This study examines how motivational profiles and absenteeism patterns jointly predict academic performance in higher education. Using an intensive 14‑week longitudinal design, we measured multiple forms of academic motivation (intrinsic, identified, introjected, extrinsic, and amotivation), combined self‑reported and QR‑based attendance, and tracked perceived performance throughout the semester. Longitudinal k‑means clustering yielded two robust profiles: a group with higher intrinsic and internalized extrinsic motivation and a more amotivated group. Compared with amotivated students, motivated students consistently reported higher perceived performance and lower absenteeism, although no significant differences emerged in final grades. Findings support the value of person‑centered, longitudinal approaches for understanding academic behaviour and informing targeted interventions on attendance and motivation.