IBPsychologyDPHLExam QuestionsMotivation (HL Only)Motivation: Learning & Cognition

Syllabus Edition

First teaching 2025

First exams 2027

Motivation: Learning & Cognition (DP IB Psychology: HL): Exam Questions

30 mins4 questions
1
3 marks

Source 1

A survey study examined autistic adolescents’ perceptions of how autism spectrum disorder (ASD) relates to their motivation to work hard at school. Participants responded to the statement “My ASD motivated me to work hard at school.”

Responses were given on a Likert scale ranging from strongly agree to strongly disagree. Results were recorded as percentages. Figure 1 shows the percentage of participants selecting each response option.

Figure 1: Percentage of autistic adolescents endorsing different levels of agreement with the statement “My ASD motivated me to work hard at school”

Bar chart showing survey results: 60.7% strongly agree, 27.18% agree, 3.11% neither, 4.83% disagree, 3.55% strongly disagree, 0.63% no answer.

Explain one issue that limits the interpretation of the data in source 1.

How did you do?

2
6 marks

Source 2

A study investigated whether motivation to improve memory influenced engagement with and uptake of memory improvement strategies (e.g. rehearsal, elaboration, use of mnemonics). Participants completed:

  • a Motivation to Learn Scale (1–7)

  • a Memory Strategy Engagement Scale measuring willingness to learn and apply memory strategies (0–100)

Participants were grouped according to their level of motivation, the findings of which are presented in Table 1.

Table 1: Mean engagement with memory improvement strategies by level of motivation

Level of motivation to learn

Mean engagement score (0–100)

Standard deviation

Low motivation

42.6

8.9

Moderate motivation

61.3

9.5

High motivation

78.8

7.6

Analyse the findings from source 2 and state a conclusion linked to the claim that motivation increases engagement with memory improvement strategies.

How did you do?

3
6 marks

Source 3

A qualitative study explored how university students aged 18–21 experienced motivation when deciding whether to study or socialise in the weeks leading up to exams. Four focus group interviews were conducted. Discussions focused on study priorities, social pressures, and emotional factors influencing motivation.

The transcripts were analysed using thematic analysis. The following themes were identified:

  • Students described a conflict between short-term social enjoyment and long-term academic goals

  • Peer influence and fear of missing out affected motivation to revise

  • Motivation increased when exams were seen as important for future outcomes

  • Stress and anxiety influenced decisions about studying versus socialising

  • Individual differences were noted, with some students reporting stronger self-discipline than others

Discuss the extent to which the findings in source 3 are transferable.

How did you do?

4
15 marks

To what extent can we claim that motivation is a key factor in the use of effective learning strategies? In your answer, use your own knowledge and at least three of sources 2-5.

How did you do?