Linguistic Markers of Motivation in Pakistani Higher Education: A Mixed-Methods Psycholinguistic Study of Intrinsic and Extrinsic Orientation

This mixed-methods study explores the intrinsic and extrinsic motivations of undergraduate students in a public-sector university in Karachi, Pakistan. Grounded in Self-Determination Theory (SDT), this study investigates the influence of internal and external motivational factors on student engagement and academic performance. Quantitative data were collected from 120 students using validated scales that measured intrinsic motivation, extrinsic motivation, and belief in motivation, with GPA serving as an indicator of academic performance. Qualitative data were gathered through semi-structured interviews with 20 students and analysed using Braun and Clarke's six-phase thematic analysis. Three major motivational patterns emerged: intrinsic, extrinsic, and mixed/conflicted motivation. Students driven by intrinsic factors emphasised autonomy, mastery, and curiosity. In contrast, extrinsically motivated students revealed pressures from family, fear of failure, and a desire for rewards. A third group demonstrated mixed motivation, torn between personal interest and social expectations — a dynamic shaped by Pakistan's collectivist educational culture. Cronbach's alpha results showed high reliability for all measurement scales (α > .85). Integration of linguistic cues in the qualitative data further revealed distinct language patterns used by each motivational group. The study's findings have implications for higher education policy, suggesting that motivation-enhancing interventions must be culturally informed and student-centred. Emphasising autonomy and reducing externally imposed pressure may improve long-term academic outcomes.