<![CDATA[Learning motivation plays an important role in supporting students' academic achievement. Although rewards are widely used as an external strategy to encourage learning, previous studies have reported inconsistent findings regarding their effectiveness, particularly among university students. This study aimed to examine whether reward provision influences students' learning motivation from the perspective of Self-Determination Theory. A quantitative experimental approach with a pretest-posttest control group design was employed. Twenty undergraduate students were recruited through convenience sampling and randomly assigned to an experimental group that received reward-based treatment and a control group without rewards. Learning motivation was measured using the Academic Motivation Scale (AMS), while the data were analyzed using descriptive statistics, assumption tests, paired-sample t-tests, and independent-sample t-tests. The findings indicated a slight increase in the average motivation score among students who received rewards, whereas the control group showed a small decline. However, the differences were not statistically significant, either within the experimental group or between the two groups. These results suggest that reward provision alone was insufficient to produce a significant improvement in learning motivation, highlighting the importance of considering the quality of motivational support beyond external incentives.]]>
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