Student intrinsic motivational states underlie cognitive performance regardless of academic stage.

Motivation has been identified as an important factor affecting working memory performance. Notably, different groups such as older individuals are known to successfully compensate for a deficiency in processing speed through increased intrinsic motivation to perform well. However, the extent to which these motivational effects generalize to the student sample commonly employed in the study of working memory remains unclear. We tested the relationship of motivation to performance on a 2-back working memory task, while manipulating baseline motivation levels through recruitment of student groups with prospectively diverse motivational drivers (credited first years vs. paid final years) and captured their perceived intrinsic motivation. Motivation was also assessed behaviourally through participants' free choice to complete additional unrewarded task blocks. Participants reporting higher motivation showed faster and more efficient responses, but were not motivated to spend more time voluntarily engaging with the task. Furthermore, we found that neither the difference in academic year (first year vs. final year) nor an overall sense of meaning (operationalised as eudaimonic wellbeing) was associated with student performance. Overall, the findings help to outline the degree of influence of intrinsic motivation on working memory performance. More specifically, we highlight a gap between clear performance supported through self-reported intrinsic motivation and more objective markers of motivation. Given the emerging societal and educational shifts and pressures within the United Kingdom, the findings provide implications for higher educational contexts in developing strategies to understand students' IM during university and ultimately enhance their performance.