Abstract :
The present study examined the relationship among gratitude, student–teacher interaction, and academic motivation in undergraduate students at a private university in Lahore, Pakistan. Using a quantitative correlational research design, data were collected from 202 students through standardized instruments: the Gratitude Resentment and Appreciation Test (GRAT-16), Questionnaire on Teacher Interaction (QTI-48), and Academic Motivation Scale (AMS-28). Findings revealed that gratitude was positively associated with academic motivation and negatively associated with amotivation, with Simple Appreciation (SA) emerging as a significant predictor of motivation. Positive student–teacher interactions, particularly leadership and understanding behaviors, significantly predicted higher academic motivation, whereas negative teacher behaviors such as strictness and admonishing predicted greater amotivation. Regression analyses further showed that Appreciation for Others (AO) positively influenced perceptions of positive teacher interactions, while Lack of Sense of Deprivation (LSOD) had a negative effect. Gender differences were observed, with females reporting higher intrinsic motivation and gratitude levels. Overall, the results highlight the importance of emotional and relational factors in shaping students’ academic motivation. The study suggests that integrating gratitude-based practices and fostering supportive teacher–student relationships may enhance motivation, reduce disengagement, and contribute to improved academic outcomes in Pakistani higher education settings.