Correlation of Learning Discipline and Extrinsic Motivation with Students' Academic Achievement: A Study in Islamic Higher Education

Abstract

This study examines the relationships between learning discipline, extrinsic motivation, and students' self-reported academic achievement in an Islamic higher education institution. Situated within the Faculty of Tarbiyah at Institut At-Tanwir Bojonegoro, the study considers how discipline and motivation operate in an educational context that integrates academic development with Islamic values. A quantitative correlational survey design was employed. From a population of 584 students, 85 respondents were selected through simple random sampling. Data were collected using a structured questionnaire consisting of 36 items: 12 items for learning discipline, 12 for extrinsic motivation, and 12 for self-reported academic achievement. Data were analyzed using validity and reliability testing, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination (R²) with SPSS 27. The results showed significant positive relationships between learning discipline and academic achievement (t = 4.732, p < .05) and between extrinsic motivation and academic achievement (t = 5.552, p < .05). The overall regression model was significant (F = 51.229, p < .001), with the two predictors jointly accounting for 55.5% of the variance in self-reported academic achievement. These findings suggest that disciplined learning practices and supportive external motivation are important correlates of students' perceived academic performance. In Islamic higher education, the findings highlight the relevance of connecting self-regulated learning and institutional support with values such as istiqāmah, amānah, and iḥsān.