Past research has suggested that students need to be motivated by themselves (intrinsic learning motivation) and use higher-order cognitive skills so as to excel in problem solving, decision-making, and analytical reasoning in real-life situations. In this study, we examined the role of intrinsic learning motivation (ILM) and cumulative GPA in predicting perceived improvement of higher-order cognitive skills (HOCS). Business and engineering students attending three large universities were given an opportunity to analyze a multi-media case study that brings real-world issues into the classroom. Data on intrinsic learning motivation, cumulative GPA, and perceived improvement in Higher-order Cognitive Skills were collected. Structural Equation Modeling was then used to analyze the relationships. Results revealed that intrinsic learning motivation was significant and GPA insignificant in predicting perceived improvement of HOCS. Several implications emerge for business education and practice. For example, the findings provide suggestions for introducing innovative instructional tools to enhance students' cognitive skills. For practitioners, the results indicate the need to use tests of intrinsic learning motivation for jobs requiring HOCS.
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