Abstract
This study aimed to examine the motivational factors influencing English language learning among senior high school students, focusing on both intrinsic and extrinsic motivations. It also investigated how demographic characteristics such as age, gender, parents’ educational attainment, and family income may affect these motivations. The research instrument included two parts: demographic profiling and a Likert scale-based assessment of motivational factors. Descriptive statistics (frequency and percentage) summarized demographics, while weighted mean and standard deviation assessed motivation levels. Inferential analyses included ANOVA, independent sample t-tests, and Pearson correlation. Findings revealed that most respondents were 18 years old or younger, with an equal gender distribution. Most students came from low-income families, and their parents had primarily attained high school or a college education. The overall results indicated that students are both intrinsically (M = 4.29, SD = 0.44) and extrinsically (M = 4.34, SD = 0.36) motivated to learn English, with extrinsic motivation slightly higher. No significant differences in motivation were found across different age groups (p = 0.294). However, female students showed significantly higher intrinsic motivation (M = 4.414) compared to males (M = 4.172), with a t-value of -2.80. Parental education did not significantly affect students' intrinsic (p = 0.119) or extrinsic motivation (p = 0.558). Similarly, family income did not significantly influence motivation levels (F = 1.792, p = 0.037). A statistically significant positive correlation (p = 0.000) was found between intrinsic and extrinsic motivation, indicating a meaningful relationship between the two. The study concludes that both intrinsic and extrinsic motivations are key drivers of English language learning among senior high school students, with gender being a notable factor, while age, income, and parental education show limited influence.
