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CHAPTER I
The Problem and Its Background
Introduction
“Wanting something is not enough. You must hunger for it. Your motivation must be
absolutely compelling in order to overcome the obstacles that will invariably come your
Many students, especially college students are encountering many obstacles in their
daily lives. These obstacles are one of the primary factors that make the students feel afraid to
do their best when it comes to academic performance. Determination, eagerness and guts are
things that a student should have to reach for their goals. Wanting to achieve something is not
enough. We should aim for it. We must hunger for it. We should not leave it as a want, instead
we must exert effort and sacrifices for it. Our motivation should be more convincing to us in
Motivation is one of the primary factors that drive one person to his goal. The drive
may come from an internal or external source. The factors that motivate an individual keep
changing as his age and maturity increases. And also, achievement of one goal becomes the
determination for another one to be achieved. Thus, to be motivated is a constant need. There
are times when one faces a period of de-motivation and everything seems bleak. It is then that
one needsto find what would motivate him back into action.
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Experiences, expression and managing emotions are some of the obstacles that
students experience. Because of these factors, they feel limited. And because they feel
limited, they are now limiting their abilities. And afterwards, they will also be limiting the
achievements that await them. Many students don’t know how to handle these obstacles.
Instead of treating these factors as motivation, they treat these as a hindrance to their success.
achievement of the students. If every stage of the learner’s life in this aspect was completely
developed, there would be no serious problems in their performance in school that would
affect their achievement. One of the major problems of college students is about identity, how
to relate with their emotions and conceptualize themselves. There is a need for belongingness
with others and if they don't meet these needs, the effect would be role confusion.This would
affect how they perform in school and will result to negative outcome.
conducted to prove that the motivation and socio-emotional development of the college
Kulwinder Singh (2011) said that behavioral scientists have noticed that some people
have an intense desire to achieve something, while others may not seem that concerned about
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their achievements. This phenomenon has attracted a lot of discussions and debates. Scientists
have observed that people with a high level of achievement motivation exhibit certain
characteristics. Achievement motivation is the tendency to endeavor for success and to choose
Achievement motivations form to be the basis for a good life. People who have
achieved more, enjoy the fruits of their hardships. They’ll also feel as a dominator towards
other people who failed to reach their objectives. Therefore, they feel respected. People who
are motivated by their achievements set moderately difficult goals, yet achievable, that may
help them achieve their objectives. These people do not set extremely difficult target because
they know that they will fail. Because of this, they are ensured that they won’t take tasks that
are beyond their capacities. They also tend to work on a problem instead of leaving the result
to chances. They are also concerned with the things they achieved rather than the rewards of
success.
to be that there are three general perspectives on goals, each reflecting a somewhat different
level of analysis of the goal construct. According to him, the first perspective is the target
goals. These target goals do specify the standards or criteria by which individuals can evaluate
their performance, but they do not really address the reasons or purposes. Individuals may be
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seeking to attain these target goals for their achievement. In contrast, Ford (1992) believed
that a second level of goals concerns more general goals that individuals may pursue that
address, not just the target goal, but also the reasons ‘‘why’’ an individual is motivated.This
goal content approach attempts to specify the range of potential goals that could subserve
level between the very specific target goals and the more global goal content approach.
task, most often operationalized in terms of academic learning tasks, although they can be
applied to other achievement contexts such as athletic or business settings. Task specific goals
and the more general goal content approach may be applied to many different contexts or type
of goals (e.g., happiness, safety), but achievement goal constructs were specifically developed
emotions and behavior is one of the strongest predictors of academic success and leads to
success in the workplace, in social settings and in life for all young schoolchildren. Confident
learners that stem from your classroom will have the foundational tools they need for
years, adolescents try to find out who they are, what they are all about, and where they are
going in life. They are confronted with many new roles and adult statuses (such as vocational
and romantic). Adolescents need to be allowed to explore different paths to attain a healthy
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identity. If adolescents do not adequately explore different roles and don’t carve out a positive
future path, they can remain confused about their identity. He also mentioned that when a
child becomes an adolescent, he will encounter identity versus role confusion. According to
him, in this stage, the adolescent develops a sense of self in relationship to others and to own
internal thoughts and desires ( two sub stages: a social identity focusing on which group a
person will identify with and a personal identity focusing on abilities, goals, possibilities,
etc.).
Theoretical Framework
This theoretical framework shows the theories that the researchers used throughout the
study. It contains the variables of Student’s motivation, socio-emotional development and the
academic achievement. For the student’s motivation, one of the theories that the researchers
used is Maslow’s theory of human motivation by Abraham Maslow (1943). He explained that
channel through which many basic needs may be simultaneously expressed or satisfied.
Typically an act has more than one motivation. Human needs arrange themselves in
hierarchies of pre-potency. That is to say, the appearance of one need usually rests on the prior
satisfaction of another, more pre-potent need. Man is a perpetually wanting animal. Also, no
need or drive can be treated as if it were isolated or discrete; every drive is related to the state
of satisfaction or dissatisfaction of other drives. Next was Social Learning Theory by Albert
Bandura. This theory posits that people learn from one another, by observation. Next theory
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was Ecological System Theory by UrieBronfenbrenner. This theory explained why people
behave differently.
The researchers also used the Self-Determination Theory (SDT) by Edward L. Deci
(1996). SDT is centered on the belief that human nature shows persistent positive features,
that it repeatedly shows effort, agency and commitment in their lives that the theory calls
“inherent growth tendencies”. People also have innate psychological needs that are the basis
Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of social
Conceptual Framework
INDEPENDENT DEPENDENT
Student’s Motivation
- Intrinsic
- Extrinsic Academic Achievement
- General Point Average (GPA) of
This conceptual paradigm shows the Independent and dependent variable. The
independent variables are Student’s Motivation (with sub-variables Intrinsic and Extrinsic)
On the other hand, the dependent variable is the General Point Average (GPA) of the
respondents.
This study determined the impact of the students’ motivation and socio-emotional
questions:
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1.2 Age?
3.2 Extrinsic?
following:
This study was conducted at Polytechnic University of the Philippines, San Pedro Campus.
The respondents of this research were the first year college students. This research is mainly
focused on the academic achievements of the college students in the Year 2014-2015. The
variables that the researchers used were student’s motivation, socio-emotional development
The Students
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The main focus of this research is to develop the students’ motivation and their socio-
emotional development for them to increase their full potentials and to understand themselves
better and to help them perform well in school and succeed academically.
The Teachers
This research will be beneficial to the teachers for them to motivate their students and
that they could design activities that could improve the socio-emotional learning of the
students.
The Parents
Parents need to play their roles in motivating their children and help them develop
their emotional stability, efficiency and social adjustment for them to perform well in school.
Parents should help their children to understand themselves and feel accepted, worthy and
capable to be successful in any school activities, tasks and most of all in academic subjects.
The school administrators manage the school. This institution will benefit from this
research; they will come to know the types of motivation that the students possess and need.
They will also know the problems that the college students encounter. And because of this
research the school administrators will know what strategic plans and program or intervention
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program can be implemented to address the needs of the students. They can bring about
educational innovations which are for the betterment of the system. Since the school
administrators evaluate what the school offers in terms of students’ output and progress.
The findings of this study will provide information to the Guidance Counselors on the
students’ problem. This will serve as reliable basis in finding out solutions, enriching
information and follow-up services to students with regard to their academic issues.
The results of this research can be used as the basis for further researchers on the
of the college students. The future researchers can evaluate and widen the scope of this
research. They can make it broader and assess the results of this research.
Definition of Terms
Academic Achievement. This is defined according to how well the student accomplishes
emotions but as well as the emotions of the other people around him/her.
Emotional Stability. This is the capacity of the student to maintain one’s emotional balance
Extrinsic motivation. This term can be defined as “pertaining to a wide variety of behaviors
that are engaged in as a means to an end and not for his/her own sake”. It comes into play
when a student is compelled to do something or act a certain way because of factors external
Intrinsic motivation. This term refers to be in an activity for itself and the pleasure and
satisfaction derived from participation. It occurs when people are internally motivated to do
something because it either brings them pleasure, they think it is important, or they feel that
Motivation. This term refers to the attribute that “moves” us to do or not to do something.
School Adjustment. This is an effort made by the student to cope with standards, values, and
Chapter II
This chapter presents the review of related literature which has relevance to the
present research. It contains concepts, theories, and significant studies and findings of
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previous researches that helped the researchers develop and support their ideas in identifying
the relationship between motivation and socio-emotional development with the student’s
academic achievement.
Foreign Literature
Maslow (1943) posited that there are five basic needs of man which are physiological,
safety, love, esteem and self-actualization. In addition, individuals are motivated by the desire
to achieve or maintain those needs for their satisfactions. These basic needs are related to each
other and arranged in the hierarchy of primacy. This means that the most supreme need will
motivations of human behavior. The social interaction of an individual with his family, peers,
classmates and public media influence his or her development. These factors channel the
Erikson (1977) posited that an individual experiences the identity crisis during his
adolescent stage. During this stage, they try out different roles and personalities before they
reach a stable sense of self. This personality experimentation is a deliberate effort on the part
of the adolescent to find out where they fit in their society. He explores and discovers his role
and identity while having confusion on what the society expects him to be. This identity
confusion can result to individuals isolating themselves from peers and family or they may
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lose their identity in the crowd. According to Erikson, this reflects the desire to achieve a
meaningful identity through being true to oneself rather than hiding one’s identity to fit in the
Waters and Sroufe (1983) believed that the key dimensions of social competence
include environmental and personal resources. Environmental resources are those things that
can support or develop an adolescent’s ability to coordinate emotion, cognition and behavior
to his developmental progress. Adult agents like parents are important environmental
resources throughout childhood and adolescent’s stage. Other people’s recognition and
acknowledgment of any achievement he has had can increase or develop his self-worth.
Ford (1986, 1987) emphasized that social competence involves individual and social
goals. He believes that social competence consists of four defining issues, which are the
following:
1. Identity
one’s individuality. The self-assertive would not depend on others for self-definition. The
that will enhance both self-assertive and belongingness aspect of individual’s identity.
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2. Control
Adolescents begin to establish and maintain personal control over life circumstances.
3. Social Comparison
comparison are equity from the unbiased treatment of people who surround the
adolescent.
4. Resource Distribution
provisions are needed to improve the functioning of other individuals and social groups.
The resource acquisition and provision often can be attained in the same context. Indeed,
As a summary, Ford’s view recognizes that social competence involves both internal
Santrick (2007) discussed that academic accomplishments are important for most
preadolescents, because they need to be proud of their achievements. The child’s desire to
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excel usually increases his efforts. He looks for an area of success, and when he finds one,
strengthened, the feelings of inadequacy that readily afflict the non-achieving preadolescent
are counteracted. The adolescent defeatist attitude often begins to take root during the years of
accompany this attitude. Parents through encouragement and control, can often correct the
Peer identification is one of the major antecedents of late adolescent and adult
identification with persons of one’s own age. In late childhood, as stated earlier, close peer
associations are usually limited to members of the same sex. The emotional intimacy,
however, is a precursor of later identifications. Frequent peer activities in large and small
groups lay the foundations for personally gratifying relationships with cliques and crowds
groups, as the leader or majority rule of the group followed, the child recognizes alternatives
and expands his perspective. Then, in some home or school situations, he insists on acting on
his own choice. Peer identification thus represents a major step toward self- reliance. It is
noteworthy that a child of twelve or thirteen is occasionally concerned with and projects
himself into a new cycle of development that will continue until the twenties. He admires
boys who are bold and daring. She admires girls who are beautiful and popular. He wants to
undertaken to form later attitudes, especially toward sex and morality .Fundamentally, this
preparation consists of parental and school instruction and the preadolescent’s own learning
about adjusting to sexual maturation. Because the school is primarily concerned with
intellectual development, the home bears a large share of responsibility for sexual, moral and
Bandura (1977) explained that people learn through observing others’ behavior,
attitudes and outcomes of those behaviors. Most human behavior is learned observationally
through modelling: from observing others, one forms an idea of how new behaviors are
performed, and on later occasions, this coded information serves as a guide for action. Social
different types of environmental systems. This theory helped us understand why we may
behave differently when we compare our behavior in the presence of our family and our
Petri (1988) implied that there was a swing away from interest in concepts such as fear
the 1980’s. One such topic concerns the ways in which we go about our achievement
behavior, a subject that has been called achievement style. There are three basic achievement
styles that are learned early in life and, as a result, direct the person’s behavior in achievement
situations. The basic achievement styles are direct, instrumental, and relational.
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People using the direct style confront achievement situations head-on and attempt to
achieve success through their own efforts. Within this category the intrinsic-direct style
describes people who like the demands and challenges of a task and measure their
performance against some internalized standard of excellence. People using the competitive-
direct style compare themselves to others or their or their accomplishments. People using this
style not only want to succeed, they want to do task better than anyone else .For such people,
competition is a necessary aspect of achievement tasks. The third subcategory within the
direct style is the power-direct style, which involves controlling other individuals.
Instrumental Style is typified by people who manipulate others to achieve their goals.
This manipulation is usually done consciously and with full awareness; however some people
behave this way so often that they become unaware of their manipulative behavior. Persons
using this style continually evaluate the potential benefit of social contacts as well as their
own accomplishments.
desired goals. This style is often consciously used by individuals who place a high value on
external approval. The social-instrumental style, on the other hand, emphasizes the use of
personal relationships or other persons as a means of succeeding. People using this style have
faith in their ability to get what they want by using others. Reliant-instrumental style of
achievement also uses others but rather than manipulating them directly, these people depend
through association with another’s achievement. Thus a person may gain some measure of
typifies the “team player” who takes his share of the responsibility and expects an equal share
of the rewards. The contributory-relational style is used by individuals who meet their own
style is used by persons who, without actively participating in it, view the success of another
as their own. As noted by Lipman it would be incorrect to assume that a given individual uses
only one of these styles. Most individuals use more than one style but show a preference for
It is also said in Petri’s Motivation book that the need to achieve is always tempered
students are explaining, narrating, and commenting – the give and take of verbal interaction
among students and teachers is the very stuff of school. Yet talk is like the water in which the
fish swims. Crucial as it is to life, it is usually taken for granted. Focusing on the verbal
interaction through which teachers and students accomplish lessons and other school activities
has various pay offs, however, the most important of which concerns students’ learning.
Vygotsky (1978) indicated that cognitive growth happens in the interaction between a learner
and an expert and interaction involves speaking or some other method of communication.
Thus student talk is not only a window on learning in progress; it is also part and parcel of the
learning. Strategically promoting students’ verbal interaction can promote their learning.
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Like talking, thinking is a taken for granted function by which people negotiate the
situations of everyday life. Recently, schools have embraced the notion that children can learn
to think better, to use thought more strategically in their work, when educators focus explicitly
statements these days, yet thinking is not easy to define, and it is not always clear how schools
teach these skills or even promote better thinking. No widely accepted definition of thinking
skills can be offered here, because educators and researchers who have investigated thinking
do not share a unified understanding of what it is. Thinking skills – components of human
cognition are categorized in various ways. The familiar Bloom’s Taxonomy includes six
Other researchers who have built on Bloom’s work have analyzed cognitive activity gently.
Creative thinking is often contrasted with critical thinking, but again, without researchers’
agreeing on definitions for either category. Generally, the term critical thinking refers to
Fletchers and Sabers (1995) mentioned that the Cross-cultural study of academic
achievement has been and continuous to be a field of interest for educators, researchers,
curricula, school policy, student background, and other socio-cultural variables that affect
attempted to draw conclusion and advance hypotheses to explain why certain groups surpass
others. Such studies frequently arouse political and public interest when result suggest the
superiority of one country over another in one or more specified academic domains.
achievement and thus help to explain variability among cultures. This include cultural bias
and of test, equivalence test items, student in motivation and attitudes toward test taking,
familiarity with test taking, rural versus urban environment, level of education, pre-primary
education, early nutrition, cognitive and social stimulation, and socio-economic differences.
Local Literature
Bernardo (2013) believed that mastery achievement goals are combined with
academic achievement, as performance goals are not ,even so, studies on Asian countries
present that both master and performance approach goals are really related to achievement; it
respect to society and not oriented individually. Currently, the structure of the social and
orientations and achievement goals were investigated too in their relationship with the
achievement motivations-parent oriented and teacher oriented motivations and two aspects of
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individual oriented achievement motivation-personal performance standard and personal goal
choice. Even so, these achievement motivation orientations were not that related with
achievement. Rather, mastery and performance-approach goals were both positively related
achievement motivation.
Tenedero (2012) pointed out that motivation critically influences how the child will
learn. Every educator or teacher wants motivated students. There are two types of motivation
which are identified by psychologists: Extrinsic and intrinsic motivation. The use of positive
rewards to get the target behavior a student results to extrinsic motivation. Through the
teachers actions and words students can be helped to be determined to succeed. Educators
must use encouraging statements that reflect an honest evaluation of learner performance.
Studies infer that competitive arrangements and rewards give the idea or hint to
students that ability is what is valued. Learning is a complicated mind exercise that cannot be
done immediately. Studies show that learner must make big efforts and practice a lot for them
to be really good in a particular area. Studies also proved that the reading and writing skills of
high school students relate to the number of hours they have spent reading and writing. People
from disadvantaged environment have lesser percentage of learning because they have fewer
opportunities to learn and practice. And also those who are not able to attend school because
of work or illness cannot be expected to do as well at school compared to children who have
It was also mentioned to another article about recognizing the Child’s unique
strengths, that Motivation, Interests, and Parental Word are the key factors on how to develop
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the unique qualities of the child.
Motivation. Parents aren’t astounded to know that their kids work better on activities,
assignments or projects that are closely allied to their interests most of the time than on
something that they are used to do. The child/adult self-motivation level has a strong bearing
on focus given to working on a task or activity, seeing it through to completion, and working
Interests. Aside from watching for ability, creativity, and motivation, parents must know their
child’s sustaining interests, those that remain relevant over the years. Children might be
asking about everything and anything. It is usual for their fancies to shift regularly.
Parental Word. Not every child is a genius and we know that, not everyone is gifted,
Parents can do a lot of things to know their child’s interests and abilities and to
Give your child exhilarating new chances to be the best learner, the most creative
Foreign Studies
motivated, he is going to do something not for the sake of rewards or any external thing but he
will do it because he wants to enjoy and to feel satisfied within themselves. Within the
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experimental studies of animal behavior, the phenomenon of intrinsic motivation was first
acknowledged. White (1959) found out there that even in the absence of rewards or
behaviors clearly give adaptive benefits on the organisms, they still show that they're done not
for instrumental reason, but they're done for testing and expanding one's capacities.
There are many forms of motivation, but for us, humans, intrinsic motivation is an
important one. Since birth humans always explore, they're always curious and so much
willing to learn and they don't need any reinforcements or rewards to do so. This motivation is
a critical element on one's development because it is through acting on one's inherent interests
that one grows in knowledge and skills. The desire to be interested in novelty, to learn and
apply our skills is not limited to childhood, but is an important feature of human nature that
affects the characters needed across life's epochs. Williams and Deci (1996) have briefly
presented self-determination theory in order to make the critical distinction between behaviors
that are volitional accompanied by the experience of freedom and autonomy --those that
emanate from one's sense of self -- and those that are accompanied by the experience of
pressure and control and are not representative of one's self. Intrinsically motivated behaviors
which are performed out of interest and satisfy the innate psychological needs for competence
behaviors-- those that are executed because they are instrumental to some separable
Internalization and integration are the processes through which extrinsically motivated
autonomy, and relatedness are the basis for one maintaining intrinsic motivation and
becoming more self-determined with respect to extrinsic motivation. The facilitation of more
self-determined learning requires classroom conditions that allow satisfaction of these three
human needs -- that is that support the innate needs to feel connected, effective, and agentic as
Birch and Gussow (1979) claimed that poverty contributes toward educational failure,
not simply because children are "culturally disadvantaged", but because their health and
nutritional status is inadequate to allow for the maximum mental development and for the
realization of their educational potential. The likelihood that the poor children would end up
being at-risk in terms of deficient development is a reality that could begin even before birth.
In that regard Birch and Gussow emphasized that society should concern itself more with the
full range of factors contributing to educational failure, among which the health of the child is
Rumberger (1995) said that student's family background is widely recognized as most
significant contributor to success in schools. His position supports that home has a major
influence on student's schooling success as Swick and Duff (1978) mentioned, and that it is
the quality of relationships within the student's home that affect the student's school
developmentally attentive school environment and more experimental curriculum help the
Pintrich, Murphy and Alexander (2000) noted that the area with the greatest number of
categories and subcategories is research about goals and goal orientations. They pointed out
perspectives on goals. First is the target goal which has the social-cognitive research on
individuals' goals for a particular task or problem. Second is concerned more on general goals
that individuals pursue, it is not only focused on the goal but the reasons behind it. And the
third one is an achievement goal. It is concerned with the purposes or reasons why individual
Elliot (1997) pointed out about the classic achievement motivation research. It
addresses the issue of the purpose or reason of the students in pursuing learning tasks.
Ogundokun M. O and Adeyemo D.A (2010) proved that the emotional intelligence,
age and academic motivation were the predictors of academic achievement. The respondents
were the students of Oyo State, Nigeria whose age ranges between 12-17 years old.
Local Studies
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Casbadillo et al (2015) on their study concluded that the socio-emotional development
of a student is not affected by their Intelligence Quotient. It does not determine the changes in
their emotions, relation with others, their feelings and expectations, their self-concept and
personality. Nevertheless, various factors influence the emotional stability, social efficiency
Alagon et al (2012) on their study proved that teachers’ performance and behaviors
correlate with the students’ academic achievements and interests. It documented the influence
of teaching performance and behavior to the students’ academic achievement and interests. It
also probed relationship to students’ academic achievements and teachers’ performance and
behavior in terms of: (a) teaching method and strategies; (b) mastery of the subject; (c)
personal characteristics and; (d) motivational behavior. And based on the data gathered during
the time of study, the teacher’s performance and behavior influenced the academic
Synthesis
motivation show its impact to the outcomes of student's learning. Ryan and Deci (2000)
motivation revealed that intrinsic motivation has heater impact than the extrinsic motivation.
Intrinsically motivated people were the ones that excel more and achieve their goals because
of their personal desires and drives to do something in order to attain the best outcomes. On
the other hand, external factors like rewards, incentives and recognitions from parents,
teachers or any agents can increase the level of desire of an individual particularly to perform
well in school. The more he feels accepted, recognized and challenged, and the more
student's academic achievement. The emotional state and social relation of an individual can
affect his learning. Erikson (1977), Waters and Scroufe (1983) and Ford (1986) believed that
socio-emotional development can define one's identity and one's self-worth. An individual
tries to figure out his identity while trying to play the role that the society expects him to
assume. That was the reason why an individual is having an identity crisis stage in his
development. An individual tries to discover his identity and his role to the society where he
belongs. Aside from that, environmental and personal factors also influence one's progress.
For instance, parents, teachers and peers can support or develop an adolescent's ability to
and acknowledged by others, it can increase his level of aspirations. Academic achievements
are important for the adolescent and the more he feels recognized through his achievements in
school, the more the child's drives to excel increase because he wants others to know his
accomplishments. The child focuses more on school tasks or activities in order to complete
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and work hard to get the best possible results. Parents and teachers can do a lot of things to
know the learners’ interests and abilities and to encourage them in unlocking their fullest
potentials. Bandura (1977) and Bronfenbrenner (1979) explained the importance of social
and ecological factors to the individual development. Individuals can learn through observing
other’s behavior and because of that the attitudes and outcomes of that behavior serve as his
guide for action. And individual behaves differently when he is in different places or
situations. His behavior is different when he is in the presence of his family, friends, in school
or at home. His emotions and relationships with others can affect his performance.
These related literature and studies suggest that motivation and socio-emotional
something, his emotional capacity to endure the challenges and his social relations with others
and how well-adjusted he is in his school can influence his academic achievements. The more
he is motivated, he is emotionally stable and well-adjusted, the more he exerts efforts to study
hard in order to achieve his goals and aspirations whether in school or in any other situation.
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CHAPTER III
Research Methodology
This chapter presents the research method, description of the respondents, population
and sample, sampling technique, instrumentation, and data gathering procedure, the research
Research Method
The study used descriptive correlational research method. According to Best and Khan
(1998), descriptive methods are non-experimental variables. Because the events or conditions
have already occurred, the researchers merely selected the relevant variables for an analysis of
their relationship.
Descriptive research includes surveys and fact finding inquiries of different kinds. The
major purpose of descriptive research is description of the state of affair as it exists at present.
The main characteristic of this method is that the researchers have no control over the
variables; they can only report what has happened or what is happening.
In this particular study, the descriptive research tried to find answers to the specific
The respondents of the study were the 1st year students of Polytechnic University of
the Philippines San Pedro Campus who were enrolled during the school year 2015-2016.
The subjects of this study were the 384 first year college students of Polytechnic University of
1+ Ne2
¿
N
n= ¿
Where,
N = 384 (Total population of First year college students in PUP San Pedro Campus)
2
1+ Ne
¿
N
n= ¿
2
1+ ( 384 ) ( 0.05)
¿
384
n=
¿
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n = 195.9 or 196
Sampling Technique
The researchers used the Slovin formula to determine the number of sample of
Instrumentation
The researchers used questionnaires to gather data to determine the type of students’
motivation, the level of emotional stability, social efficiency, social adjustment and the
This questionnaire-checklist deals with the personal profile of the students in terms of
Part I was for determining the respondent’s motivation which consists of two (2)
subparts. The first one was for intrinsic motivation and the other one was for extrinsic
motivation. The questionnaire for the intrinsic motivation was adapted from the study of
Carolyn A. Skinner entitled “Development of the School Achievement and Motivation Skill in
Assessment Tool Used to Different Reasons for Student Underachievement” in 2008, while
the questionnaire for the extrinsic motivation came from the study of Mark Lepper, Jennifer
Henderlong and Sheena Iyegan entitled “Intrinsic and Extrinsic Motivational Orientations in
Part II was for determining the perceived level of socio-emotional development of the
respondents which consists of three (3) subparts. The first subpart is for emotional stability,
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the second one is for the social efficiency and the third one is for school adjustment. This
questionnaire came from the thesis of Casbadillo et.al 2015, Intelligence Quotient and Its
Private Schools.
The questionnaire was submitted and validated by Dr. Danilo B. Solayao, Dean of
1. The first step was the preliminary data gathering step. In this step, the researchers
asked permission from the director of the Polytechnic University of the Philippines
San Pedro Campus before the administration of the questionnaire to the target
2. The second step was the distribution of the questionnaires. The questionnaires
were administered to the respondents through the assistance of the researchers and
professors. The researchers tallied the survey results. The data were collected,
Research Locale
The study was conducted at Polytechnic University of the Philippines, San Pedro
PUP San Pedro Campus was established on April 9, 2002 as an open university center
This study employed the statistical tools such as Percentage analysis, weighted mean
and Pearson Product-Moment Correlation Coefficient (Pearson r) to interpret and analyze the
data.
For the statement of the problem number 1, the Percentage was employed to determine
f
P= x 100
n
Where, P= percentage
f= frequency
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n= number of sample
For the statement of the problem number 2, the General Point Average (GPA) of the
respondents was the basis to determine the level of Academic Achievement. The parameter
determine the level of the students’ socio-emotional development and the type of motivation
Which means:
For the statement of the problem number 3, the level of motivation of the respondents
was the basis to determine the level of Academic Achievement. The parameter was set to
STUDENT’S MOTIVATION
INTRINSIC MOTIVATION
Weighted Mean Equivalent Verbal Interpretation
For the statement of the problem number 4, the level of Socio-Emotional Development
of the respondents was the basis to determine the level of Academic Achievement. The
SOCIO-EMOTIONAL DEVELOPMENT
EMOTIONAL STABILITY
SOCIAL EFFICIENCY
SCHOOL ADJUSTMENT
For the statement of the problem number 5, the Pearson R was employed to determine
if there were significant relationships between the student’s motivation and their academic
achievement, and the student’s level of socio-emotional development and their academic
achievement.
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter presents all the information gathered through the questionnaire as well as
standard test conducted in the study. For a better and clearer presentation and interpretation,
Male 62 31.63
Table 1.1 shows the profile of the respondents in terms of gender. It indicates
that there are 62 male respondents with the percentage of 31.63% and 134 female respondents
with the percentage of 68.37%. In total, there are 196 respondents. This shows that most of
15 below 2 1.02
18-19 27 13.78
20-21 3 1.53
22 above 1 .51
As revealed in the table 1.2, 2 or 1.02 % of the respondents are aged15 below. 163 or
83.1% are 16-17. 27 or 13.78% are 18-19. 3 or 1.53% are 20-21. And 1 or 0.51% respondent
is above 22.
respondents gained a “very good” remarks, 35.71% were “good”, and 1.02% were excellent
Table 3.1 shows the mean distribution of the respondent’s intrinsic motivation. Item
number 20 “Doing well in school is important for my future.” ranked first with a mean of
3.7857 and verbally interpreted as highly motivated. While item number 17 got the least with
a mean of 1.3827 and verbally interpreted as unmotivated. With an overall mean of 3.1194,
number 1 “The reason why I want to learn is it will help me to get a better job” is first in
ranking with a weighted mean of 3.8112 and interpreted as highly motivated. While item
number 10 “the reason why the respondent’s study hard is to ask for an increase in allowance”
ranked last with a mean of 1.6225 interpreted as less motivated. Overall, with a mean of
following?
10. I get angry when my teacher reprimands me for 1.5612 Less Stable 16
the mistakes I commit.
11. I get angry when my friend goes out with others. 1.6735 Unstable 15
12. I forget what I want to say when there are a lot of 2.6990 Stable 1
people.
15. I can talk to others when I’m angry. 2.4643 Less Stable 7
17. I am afraid if many things inside or outside our 2.0102 Less Stable 11
house.
18. There are times that I wish I were dead. 1.9286 Unstable 12
19. There are times that I feel someone is following 2.0714 Less Stable 10
me.
20. I hate being left alone in a dark room. 2.4847 Less Stable 6
The table shows the mean distribution of the respondent’s emotional stability. Item
number 12 “I forget what I want to say when there are a lot of people” ranked first with a
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weighted mean of 2.6990 and interpreted as stable. While item number 8 “I like to bully or
fight others” ranked last with a mean of 1.2092 and interpreted as unstable. With an overall
The table shows the mean distribution of the respondent’s social efficiency. Item
number 2 “I respect elders and people in authority” ranked first with a weighted mean of
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3.4983 and interpreted as efficient. While item number 3 “I don’t play with my classmates and
friends” got the least with a mean of 1.7857 and interpreted as less efficient. With an over-all
The table shows the mean distribution of the respondent’s school adjustment. Item
number 1 “I like my school” ranked first with a weighted mean of 3.5459 and interpreted as
well-adjusted. While item number 20 “I skip classes even when I’m feeling well” got the least
with a mean of 1.5918 and interpreted as less adjusted. With an overall weighted mean of
The table shows the correlation between the student’s intrinsic motivation and the
academic achievement. The intrinsic motivation and the GPA achieved a Pearson r value of .
163*. The correlation is significant at the 0.05 level. Therefore, there is a positive weak
Table 5.2: The Correlation between Extrinsic Motivation and Academic Achievement
The table shows the correlation between extrinsic motivation and grade point average.
Extrinsic motivation and the GPA achieved a Pearson r value of -.100. The correlation is
significant at the 0.05 level. Therefore, there is negative weak correlation between extrinsic
Table 5.3: The Correlation between Emotional Stability and Academic Achievement
*. Correlation is significant at the 0.05 level (2-tailed).
The table shows the correlation between emotional stability and grade point average.
Emotional stability and the Academic Achievement achieved a Pearson r value of -.056. The
correlation is significant at the 0.05 level. Therefore, there is negative weak correlation
Table 5.3: The Correlation between Social Efficiency and Academic Achievement
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The table shows the correlation between social efficiency and grade point average.
Social efficiency and the Academic Achievement yielded the Pearson r value of .046. The
correlation is significant at the 0.05 level. Therefore, there is positive weak correlation
Table 5.3: The Correlation between School Adjustment and Academic Achievement
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The table shows the correlation between school adjustment and grade point average.
School adjustment and the Academic Achievement achieved a Pearson r value of .518. The
correlation is significant at the 0.05 level. Therefore, there is positive weak correlation
CHAPTER V
Summary of Findings, Conclusions and Recommendations
Summary of Findings:
On the basis of the analysis of the data gathered, the following findings were arrived
at:
Personal Profile
The study showed that 68% of the respondents were female and 32% of them were
male. In terms of respondents’ age, 1% of them was 15 years old and below, 83% of them
were 16-17 years old, 14% were 18-19 years old, 2% were 20-21 years and 0.51% of them
The results revealed that 40.82% of the respondents got a 1.75-1.99 General Point
Average (GPA), 35.7% of the respondents got a 2.00-2.24 GPA, 6.12% of them got a 2.25-
Level of Motivation;
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Findings revealed that most of the students are intrinsically motivated with a mean of
3.1194. On the other hand, extrinsic motivation gained an over-all weighted mean of 2.5729.
Findings revealed that most of the students are emotionally stable with an overall
mean of 3.1194 followed by the students who are socially adjusted with an overall mean of 2.
9059 and being socially efficient got the least with an overall mean of 2.7599.
The result of Pearson r correlation says that only intrinsic motivation has
strong relationship with the respondent’s academic achievement. The intrinsic motivation has
a Pearson r value of 1 while the GPA has .163*. The correlation is significant at the 0.05 level.
efficiency and school adjustment have a weak correlation with the respondent’s academic
Conclusions:
1. In terms of gender, the respondents are mostly female students and majority of the
respondents do activities for their inherent satisfactions. These are the people who
move to act for the fun or challenge rather than moving for external pressures and
rewards, while some of them are extrinsically motivated. Meaning to say, they do an
activity simply for the enjoyment of the activity itself, rather than its instrumental
value.
4. The respondents manifest behavior in which they can control themselves and manage
their emotions. They are high in social efficiency which means they are comfortable
interacting with other people. It also implies that the school, the administration and
emotional behavior..
5.
a. There is a significant relationship between student’s intrinsic motivation and their
academic achievement. This shows that the more they are motivated intrinsically,
the more they are likely to get high grades. On the other hand, extrinsic motivation
does not affect their academic achievement. It means they accomplish tasks not
because of the rewards they will get, but because they want to and they feel they
need to do it.
b. There is no significant relationship between the student’s level of socio-emotional
development of the students is also not the basis for their academic achievement.
Recommendations
In the light of the foregoing findings and conclusions, the following recommendations are
proposed to be considered.
Parents
1. Parents should motivate their children on how to do well in school. They should
monitor or keep regular updates about the performance of their children especially in
academic aspect.
2. Parents should help their children to prioritize school activities before anything else.
They should teach their children to set high standards or goals for themselves because
so that their children would not become bully or be bullied by their classmates or
friends. This can be done if they know what is happening to their children outside their
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house. They should also need to listen to their children’s dilemma so that they can help
them.
Teachers
1. Promote school activities which are actively engaging and participatory, such as role play,
cater their strengths particularly in academics. This can be done by determining their
strength first and then conduct activities where their interests fit in.
3. Engage students in a learning process which will develop the student's academic aspect
and values, and using these outcomes to select appropriate teaching and learning methods
4. Educators need to place more emphasis on how to foster intrinsic numbers for learning.
This can be done by promoting activities that can challenge students to come up with new
the student’s own stories and personal experience through Open-door program. Another is
way on how to get feedback from the students is through Suggestion box System.
Students feel they are important if their stories and opinions are heard.
6. Avoid giving rewards and prizes to the students when conducting activities and
recitations.
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7. Promote activities that may help their students to build a good relationship with one
another in order to lessen the bullying inside and outside the school. This can be done
Administrators
1. School Administrator should assess the school programs to ensure the system of its
relationships between faculty and students, and students with other students.
3. Have a specific counselor assigned to the cohort to help reinforce student's success,
habits and skills that provide guidance to the community college experience.
4. Should conduct a seminar discussing the consequences of bullying.
5. The school administrator can implement intervention programs and activities on how
activities which involve on enhancing their macro skills and academic matters to
improve their proficiencies. School administrator can also help to localize the
curriculum by involving the community in its content. Students can learn more
experiences. This can be done by applying other ways of teaching instruction outside
the classroom or school environment like allowing school activities outside the school
but with the permission and guidance of the school administrator and the teacher
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assigned. The role of the school administrator is to ensure that the engagement and
Future Researchers
The results of this study provide potential insights for future research. More studies need
students.
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Bibliography
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Fletcher, Todd V. and Darrell Sabers, 1995, Comparative Education Review.
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Broussard Sheri Coates. 2002, The Relationship between Classroom Motivation and
Casbadillo et.al. 2015, Intelligence Quotient and Its Relationship to the Socio-
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Okafor, Patrick C. (2007). A Case Study: Factors Contributing to the Academic
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Ryan, Richard M. and Edward L. Deci. 2000, Intrinsic and Extrinsic Motivations:
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