The Brain Reward System and High School Students Learning Behavior in Banten Province

This study examines how the brain’s reward system contributes to shaping learning patterns and influencing the academic outcomes of Grade 10 students in Banten Province. Employing a quantitative correlational design, the study involved 153 students from public senior high schools located in Serang, Tangerang, and South Tangerang. Students’ responsiveness to reward was measured using a Likert-scale instrument comprising eight statements, while learning-outcome data were obtained from school-verified report-card grades. Pearson correlation analysis revealed a positive, relatively weak but statistically significant relationship between reward sensitivity and academic performance (r=0.1719; p< 0.05). The coefficient of determination (R^2=2.96%) indicates that reward-related factors account for only a small proportion of the variance in students’ achievement. These findings suggest that activation of the brain reward system may enhance learning motivation, yet it is not sufficiently strong to serve as a primary determinant of academic success. Therefore, this study highlights the need for more comprehensive instructional strategies that integrate students’ intrinsic motivation with a supportive learning environment.