Academic Motivation

Running Head: Academic Motivation of Student Leaders and Students Involved in Socio-Cultural Group.
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ACADEMIC MOTIVATION OF STUDENT LEADERS AND STUDENTS INVOLVED IN
SOCIO-CULTURAL GROUP
“Motivation is a very broad field of knowledge that can be applied to different life
contexts to better understand them and influence their course” (College Documentation
Bulletin, 2016)
Academic Motivation defines the reasons behind student’s behavior and
determines why they behave in a particular way. In order to achieve their goals, needs
and satisfaction in life. By such motivation people create a determination to successfully
complete an task, achieving a goal or a degree of qualification in their field of
specialization.
As Vansteenkiste and Deci (2006) noted “Quality of motivation refers to the type
or kind of motivation that underlies learning behavior. It can be distinguished from the
quantity, level, or amount of motivation that learners display for a particular learning
activity” The quality of the Academic Motivation is one of the main concerns of the
researchers.
“Quality of motivation indicated that Learners can be intrinsically motivated
(involving in an action with expectation for external reward and for own desire) or
extrinsically motivated (engaging in an action for the external reward or avoiding the
punishment” stated by (Eslami A., Hallaj R., Didehvar N., Kouti L., & Eslami K., 2016)
This study emphasized Academic Motivation among students of Central Luzon
State University who involved in Sociocultural and a Students Leaders. This study will
particularly focus on their Motivation as a Students with other responsibilities as a

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member of their institutions. And Also the researchers want to know the level of motivation
of the student with participation on the other institution.
This research study aims to help the students to know more about the Student
Leaders and members of Socio-cultural. To the teachers, policy makers and to the
Administrator It may help them to familiarize about the Academic Motivation their
Students specially to the student leaders and Sociocultural members.
Academic Motivation
In the past decades because of the effect of motivation for academic achievement
on students’ success, psychologists have recognized and examined the effective factors
in motivation for academic achievement. The results of their research indicated that
personality, family, university and social variables are related to this construct (Masaali,
2007).
Others directed their studies towards integrating intellectual ability, learning style,
personality and motivation for academic achievement as the predictors of academic
achievement in higher education (Busato, Prinsb, Elshouta & Hamakera, 2009). This
means that the motivations that affect academic achievement are the factors that is
socially and relatively common and has a relation to students.
In addition, in educational perspective, motivation has a multi-dimensional structure
which is correlated with learning and academic motivation (Mohammadi, 2006). There is
different interpretations of motivation. In the discipline of education motivation is a
tridimensional phenomenon consisting of individual’s beliefs in ability in carrying out a

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specific task, reasons and goals of the individual in doing the task and the emotional
response concerning carrying out the task (Hassanzadeh and Amuee, 2001).
Experts have divided motivation into two major groups of internal motivation and
external motivation. While the individual influenced by the external motivation with an
independent goal undertakes a specific activity the internal motivation provides the
sufficient incentive for doing a task (Mohamadi 2006).
Furthermore, this activity participation found out that it can be linked to positive
academic outcomes, including improved grades, test scores, more school management,
and increased educational aspirations (Fredericks and Eccles 2006). This shows that the
different interpretation of academic motivation of a student was based on his/her
willingness to participate, and the incentives of doing a task that can cause improvement
to academic grades and performance.
Moreover, motivational damages on one hand caused a kind of pessimism, anxiety
and depression and on the other hand resulted in academic performance failure in
students (Askari, 2006). Consistent with these results, researchers argue that in order to
create motivation education should be presented in appropriate context with desirable
facilities concerning the learners’ needs (Javadi, Adhami, Haghdoost, 2002). Theme is a
strong association between student involvement in extracurricular activities and improved
attendance, behavior and academic performances (Reeves 2008). Accordingly,
motivation defines the reasons behind people’s behavior and determines why they
behave in a particular way. Motivated behaviors are energetic, oriented and permanent
(Omidiyan, 2006). Significantly, the study shows the different aspects that strongly affect
and decrease student motivation. The outcomes that the students may turned out.
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It is very important to look on how these student-leaders spend their time out of their
classes so that guidance counsellors can manage them, guide them and help them. By
knowing what they do outside of classes, these activities provide insight into college
lifestyles and experiences that will provide data which can be used in order to improve
college academic performances (Ivie, 2004).
Moreover, they have to get personally involved in instruction activities not just as
leaders but at times as followers, implementing the decisions of their juniors, for example
overseeing students’ group discussions when the teachers have gone home. The
involvement and interaction of the principals with other school actors, especially the
teacher, has profound influence on their assumptions about the instruction process.
Assumptions that are influential to their evaluation and awareness of the instruction
program (Spillane et al, 2004).
Students Leaders
Together with motivation, engagement is viewed in the literature as very important
for enhanced learning outcomes of all students (Schlechty, 2001; Woolfolk & Margetts,
2007). Motivation is seen as a pre-requisite of and a necessary element for student
engagement in learning. Student engagement in learning is not only an end in itself but it
is also a means to the end of students achieving sound academic outcomes (Russell,
Ainley & Frydenberg, 2005; Ryan & Deci, 2009).
This is important because authentic engagement may lead to higher academic
achievement throughout student life (Zyngier, 2008). If educators want to know and
resolve the young students’ issues and to make schools engaging places (Meyer, 2010;
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Smyth and McInerney, 2007). This means that student’s engagement on different
activities has a positive impact on students learning outcome.
Accordingly, the role of student leadership in the college environment is to help
students gain a greater awareness of the world and their role in socially responsible
leadership while exploring the concepts of values-based change through advocacy and
awareness (Astin, & Kellogg Foundation, 2000; Dugan & Komives, 2010).
Student leaders may represent the student voice on university wide committees
that influence university policy and procedures. These students are typically involved in
a leadership capacity for other campus organizations and represent a wide variety of
academic disciplines (Lizzo and Wilson 2009). This shows that student leaders can gain
awareness and develop understanding about the different school disciplines.
Same as these studies, students are engaged when they are involved in their
work, persist despite challenges and obstacles, and take visible delight in accomplishing
their work (Schlechty, 2001). Student engagement also refers to a “student's willingness,
need, desire and compulsion to participate in, and be successful in, the learning process
promoting higher level thinking for enduring understanding” (Bomia, Beluzo, Demeester,
Elander, Johnson, & Sheldon, 1997, p. 294). Meaningly, the students desire to learn and
participate can cross different difficulties inside and outside of the school and promote
higher level of thinking.
Furthermore, expansive school leadership studies have explored and
documented leadership roles believed to build and nurture schools’ academic success.
Ample evidence suggests that school leadership has a significant effect on academic
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achievement (Hallinger & Heck, 1998; Leithwood & Jantzi, 2005). This strand of thought
draws in school leaders as influential determinants of schools’ achievement and
effectiveness (Heck & Hallinger, 2005) – a framework this study adopted. Available
evidence reveals substantial progress in understanding school leaders’ role in the
attainment of schools’ academic goals (Hallinger, 2005). This study shows that
leadership have a big impact to attain academic goals and school leadership has a
significant effect on academic achievement.
In addition, a variety of variables have been proposed and used in previous
leadership studies as mediators or moderators of school leadership’s influence on
students’ academic achievement. For example, (Leithwood and Mascall 2008) used
teachers’ capacity to perform, teachers’ motivation and work settings as mediators of
collective leadership effect on students’ academic achievement. In this study, there was
a relationship between the components of motivation and academic achievement and this
was, to some extent, consistent with the results of the researchers who highlighted the
significant relationship between motivations for acquiring self-esteem, encouragement,
ability, competitiveness, social affiliation, achieving future goals, interest in learning and
satisfying others, with academic achievement in students (Askari, 2006; McInerney,
Yeung, McInerney, 2001 & Gshafor Khayyat, 2004).
Researchers consider variables of hope for the future, self-esteem, quality of
instructional factors, family income and married students as the chief factors in
decreasing academic motivation (Molavi, 2007). Significantly, student leadership
influence academic achievement, the academic motivation and students’ academic
achievement has a significant relationship, it improves student traits and student standard
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of learning. However, considering some variables that affect student’s motivation can
decrease student academic performance.
Maehr (1990) whose work centers on "psychological environment" described how
this environment shapes student motivation. He stressed that motivation can be
categorized by student’s personal investment in a given task, therefore the magnitude of
motivation is influenced largely by tge psychological environment of a school and it's
factors that is by the "meaning given to the overall education experiences”. Dehyadegary
(2011) Academic engagement is an important resource in student life toward
improvement of their academic performance. Also, academic engagement is a behavior
and serious physiological investment in class work like attentiveness, doing assigned
work, contribute in every activity, and helping peers (Department of Education Training
and Development, 2004).
Rodulfo (2010) for academic performance, one of the strongest predictor among
students is doing homework and involvement in extracurricular activities. Suleman,Aslam,
Sarwar, and Lodhi] et al. (2012) added that academic performance is how student deal
with their studies and how they cope with task given by teachers. Explained that academic
performance of students is better, if students are engaged and motivated to learn.
According to Maurer (2012) intrinsically motivated behaviors are engaged for
pleasure, satisfaction, and derived from their performance. Whereas extrinsically
motivated behaviors are instrumental in nature and do not performed out of interest but
because they are believing to be instrumental. Kirk (2006) found that intrinsic motivation
is a desire to learn, self-fulfilment, and enjoyment to achieve a mastery of a subject. On
the other hand, extrinsic motivation performs for an accomplishing task. For example, a
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student who is very grade oriented are those who are extrinsically motivated. Whereas
students who seem to truly embrace their work and take genuine interest are those
intrinsically motivated.
Academic motivation and engagement reflect students' energy, the drive to learn,
hard work, and achievement at school. The levels of student engagement in academic
work can infer in a way if completing tasks, the time they spend, and the degree they
care. In involves participation, connection, and integration in a particular setting and tasks
(Fred, 1989).
Certainly, the absence of academic motivation can lead to feelings of frustration
and discontentment and can encumber academic productivity and well-being (Legault&
Green- Demers, 2006); hence, the role of facilitating conditions for academic motivation
is no doubt of primary importance. More specifically, students' motivation, academic
attitudes, and behaviors are strongly influenced by key social agents in the students'
environment, whether teachers, parents, or friends. It is believed that children's
achievement motivation is affected when parents show little involvement in children's
academics (Ratelle, Guay, Larose, & Senecal, 2004).
Perceived support from teachers was an independent and positive predictor of
interest in classes, pursuit of goals, and adherence to classroom rules and norms
(Wentzel 1998). When students feel psychologically safe and comfortable with personal
expression and the sharing of ideas, the classroom is more likely to have a positive
learning environment in which students feel they are welcome member (Goodenow
1993).
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Socio-Cultural Group
The concept of structured extracurricular activities as a strategy for schools to build
resiliency, support pro-social behaviour, offer opportunities for engagement with school
and related activities, and provide constructive academic performance and growth in
subjective well-being, Gilman (2004). There is a strong association between student
involvement in extracurricular activities and improved attendance, behaviour, and
academic performance.
Reeves (2008) explained that all students who participate in some type of
extracurricular activity perform better than students who are not involved, (Reeves, 2008).
Extracurricular activities are modern concepts used in the educational institutions, due to
the old universities relied only on the curriculum programs without regard to the practical
and applied aspects as well as supporting aspects, which have an effective impact on
shaping an integrated personality, therefore, in modern university, the extracurricular
activities for students become a part of the curriculum for the educational institution as
they help in the formation of the good habits and efficient ways of thinking, high values
and skills necessary for continuous their way towards the education,
In addition to, the students who participating in these activities have the effective
abilities in their academic achievement and dealing positively with teachers and
colleagues (Shehata, 2000). Different activities, in which students participate, both inside
and outside the school it-self, are among the multiple situations or agents that can have
an effect on these concepts.

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Extra-scholastic activities have been associated with an improved educational
level, more interpersonal competencies, higher aspirations and a better attention level
(Mahoney, Cairos & Farwer, 2003). Significantly, these studies shows that extracurricular
activities offered different opportunities on students, improve student’s personalities and
education level.
In contrast to the study of Gilman (2004), Reeves (2008), Shehata (2010), and
Mahoney,Cairos, & Farwer (2003). Two positions appear to be prevalent in today's
academic community. These are referred to as either the academic or developmental
perspective. The academic perspective considers extracurricular activities as purely
leisure and not part of the purpose of schools. The developmental perspective considers
extracurricular activities necessary to the total development of the student in today's
schools (Holland & Andre, 1987).
According to different theoretical perspectives, extracurricular activity participation
may be posited to (a) divert attention from academic pursuits, as evidenced by its negative
effects on narrowly defined academic goals; (b) have little or no effect on academic
outcomes but contribute to desirable non-academic outcomes; or (c) have positive effects
on non-academic outcomes and facilitate academic growth, perhaps indirectly, as well
(Marsh 1992). This study has the same thought that extra-curricular activities has no
significant or effect on academic performance of students, and has a positive effect on
non-academic outcomes.
Light (2001) found that students who were involved in one or more extra-curricular
activities have as good or better GPA's than students who are more exclusively focused
on course work. Fujita (2005), in her review of literature concerning this variable,
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mentioned that all the literature about the relationship between academic performance
and volunteering presented a positive relationship. Her study also supports there prior
studies, when she found out that participation in community service improves academic
performance. Davila and Mora (2007) also shared similar results. They divided civic
engagement into three categories namely: school required community service, volunteer
community service and student government. They found out that those students who
participated in the following civic activities had higher academic performance than those
who did not. Bergeron, Coppens, and Connelly (2007) agree that students' experiences
through active physical and psychological involvement in co-curricular activities promote
development and sense of community.
Moreover, extracurricular activities are modern concepts used in the educational
institutions, due to the old universities relied only on the curriculum programs without
regard to the practical and applied aspects as well as supporting aspects, which have an
effective impact on shaping an integrated personality, therefore, in modern university, the
extracurricular activities for students become a part of the curriculum for the educational
institution as they help in the formation of the good habits and efficient ways of thinking,
high values and skills necessary for continuous their way towards the education, in
addition to, the students who participating in these activities have the effective abilities in
their academic achievement and dealing positively with teachers and colleagues
(Shehata, 2000).
In addition, there is support for positive association between meaningful
involvement in school activities and development of supportive relationships with peers
and adults in schools. Caring relationships in school are necessary for academic success
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in that students are more likely to pursue academic goals when they perceive emotional
support and nurturance in school (Wentzel 1998).
Current Study
The general purpose of this study was to determine the academic motivation of
student leaders and students who are involved in socio-cultural group.
Student leaders commonly join on school organizations that may help them
improve their personality, confidence to communication to their fellow students and affect
academic performance. Student who are involve in socio-cultural group involve
themselves in various activities that can affect their health, their behavior and, eventually,
their academic performance. Activities outside the class can have positive and negative
effect depending on what kind of activities the students are involved in and how involved
they are in these activities. These different kind of academic motivation was considered
as Intrinsic Motivation it is a type of motivation refers to doing something because it is
inherently interesting or enjoyable. Extrinsic Motivations, a type of motivation referring to
an activity that leads to some other outcomes. Lastly, Amotivation refers to the academic
motivation which is a state of lacking any motivation to engage in any activity also
characterized by a lack of perceived competence and/ or Failure to value the activity or
its outcomes.
This study will beneficial al to the students to know about the Student Leaders and
members of Socio Cultural Group. This study will be useful to the following:
Teachers. It will help to the teacher to become aware on how they will motivate
their students regarding on their academics and to help those student leaders.
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Students. The students will be familiarizing about academic motivation specially
those student’s leaders and members of socio cultural group.
Parents. They may able to know on how they can help their children to motivate
them in academics.
Future Researcher’s It will help the as an overview of their future research study
They can also gather sue information about the topics.
THEORETICAL FRAMEWORK/ CONCEPTUAL FRAMEWORK
STUDENTS LEADERS
SDC (Socio Demographic

Characteristics)
- Gender
- Monthly Family Income
- Religion
- Age
.
- Family Members Academic Motivation of
Students Leaders
STUDENTS INVOLVED IN
SOCIO-CULTURAL GROUP
SDC (Socio Demographic

Characteristics)
- Gender
- Monthly Family Income
- Religion
- Age
- Family Members
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METHODOLOGY
This chapter presents the methodology of the study, which includes a description
of the research design, sources of data, instrumentation and data collection and tools for
data analysis.
Research Design
This study will use descriptive method of research as cited in Morada (2014), this
method aims to describe the nature of the situation as it exists at the study and explain
the causes of the phenomena. Therefore, this method is appropriate to describe the
academic motivation of student leaders and students who are involved in a socio-cultural
group by using questionnaire on gathering the needed data.
Participants
The subjects of the study were the student leaders and students who are involved
in a socio-cultural group. The student leaders are composed of selected student council
from the eight colleges. A total sample of Sixty students (60) will be selected in random.
Instrumentation
The main data-gathering instrument to be used in this study is a questionnaire that
is composed of two parts. Part one is the socio demographic characteristics of the
students that includes name (optional), age, gender, family background and the reason
why they choose to be a leader/member of a socio-cultural group. The second part of
questionnaire used in this study were adopted from Educational and Psychological
Measurement (1992-1993) which is a seven point Likert-scale were the respondents are
going to indicate to what extent each of the items presently corresponds to one of the
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reasons why they go to college from numbers 1-7 where (1) means that it does not
corresponds at all, (2-3) corresponds a little, (4) corresponds moderately, (5-6)
corresponds a lot and (7) corresponds exactly.
Data Gathering Procedures
To determine the subjects of the study, records or list of the student leaders and
students who are involved in a socio-cultural group is asked to the advisers and coaches.
Permission will be secured from the advisers regarding to the conduct of the study.
Discussion of the intent and motive of the study as well as the instructions on answering
the questionnaire.
Data Analysis
After gathering the needed data by using questionnaires, data will be collated and
subjected to the following statistical measures:
1. Percentage
This will employ to determine the frequency counts and percentage distribution of
personal related variables of the respondents.

𝐹
Where: % = 𝑁 × 100
% = percent
F = frequency
N = total number of respondents

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2. 7-point Likert scale
Likert scale will be used to determine the academic motivation of student leaders and
students who are involved in a socio-cultural group. Where the results of the responses
were interpreted using the scale below:
WEIGHT MEAN RANGE DESCRIPTION
7 6.11 – 7.00 Corresponds Exactly
6 5.26 – 6.10 Higher Corresponds a Lot
5 4.41 – 5.25 Lower Corresponds a Lot
4 3.56 – 4.40 Corresponds Moderately
3 2.71 – 3.55 Higher Corresponds a Little
2 1.86 – 2.70 Lower Corresponds a Little
1 1.00 – 1.85 Does not Corresponds at all

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Results and Discussion

I. Socio-Demographic Characteristics
Table 1. Gender Distribution of the Respondents
Gender Frequency Percent
Male 30 50.0
Female 30 50.0
Total 60 100.0
Table 1. represent the distribution of the respondents in terms of gender where 30
or 50.0% respondents are female and 30 or 50.0% are male with a total of 100%.
Table 2. Age distribution of the respondents.

Age Frequency Percent
17 1 1.7
18 19 31.7
19 24 40.0
20 9 15.0
21 2 3.3
22 4 6.7
23 1 1.7
Total 60 100.0
Table 2 represents the distribution of the respondents in terms of age. 40.0% are
19 years old, 31.7% of the respondents are 18 years old, 15.0% are 20 years old, 6.7%
are 22 years old, 3.3% are 21 years old, while 1.7% are 23 and 17 years old with the total
of 100%.
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Table 3. Religion of the Respondents.
Religion Frequency Percent

Roman Catholic 39 65.0
Iglesia Ni Cristo 7 11.7
Baptist 3 5.0
Protestant 4 6.7
Muslim 2 3.3
Born Again 2 3.3
Mennonite 1 1.7
Crusader 1 1.7
Christian 1 1.7
Total 60 100.0
Table above represent the religion of the respondents where 65.0% are Roman
Catholic, 11.7% are Iglesia Ni Cristo, 6.7% are Protestants, 5.0% are Baptist, while
Muslim and Born Again are 3.3%, and 1.7% are the Mennonite, Crusader, and Christian
with a total of 100%.
Table 4. Family Members of the Respondents.
Family Members Frequency Percent

3 7 11.7
4 6 10.0
5 27 45.0
6 11 18.4
7 6 10.0
8 2 3.3
10 1 1.7
Total 60 100.0
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Table 4 represents the family members of the respondents. 27 or 45% of the
respondents have 5 family members, 11 or 18.4% of the respondents have 6 family
members, 7 or 11.7% have 3 family members, 6 or 10% have 4 family members, 6 or
10% have 7 family members 2 or 3.3% have 8 family members while 1 or 1.7% have 10
family members with the total of 100%.
Table 6. Distribution of the Respondents.

Respondents Frequency Percent
Student Leaders 30 50.0
Students Involved in Socio-Cultural Activities 30 50.0
Total 60 100.0
Table 6 represents the distribution of the respondents between Student Leaders
and Students involved in Socio-Cultural Activities where equally divided in 30
respondents per group with a total of 60.
Table 5. Monthly Family Income of the Respondents.
Monthly Family Income Frequency Percent
PHP 5,000 – PHP 15, 000 28 46.7
PHP 15, 001 – PHP 25, 000 11 18.3
PHP 25, 001 – PHP 35, 000 7 11.7
PHP 35, 001 – PHP 45,000 6 10.0
PHP 45, 001 – PHP 55, 000 3 5.0
PHP 55, 001 – ABOVE 5 8.3
Total 60 100.0
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Table 5 represents the monthly family income of the respondents. 46.7% had
PHP 5,000- PHP 15,000, 18.3% had PHP 15, 001- PHP 25,000, 11.7% had PHP 25, 001-
PHP 35,000, 10.0% had PHP 35,001- PHP 45, 000. 8.3% had 55, 001 and above. While,
the 5.0% had PHP 45, 001- PHP 55,000 with the total of 100%.
Table 6. Why did you choose to be a member of a socio-cultural group in this

school?
Reasons Frequency Percent

Share and Enhance My Skills. 18 60.0
To Experience New Things. 1 3.3
Just For Fun. 2 6.7
For Additional Grade/Extra-Curricular Activities. 2 6.7
To Learn More. 2 6.7
Stress Reliever. 2 6.7
Continue My Passion. 2 6.7
No Answer 1 3.3
Total 30 100.0
Table 6 represents the reason of the 30 respondents from Socio-Cultural Group
why they choose to joined socio-cultural Socio-Cultural Activities. 18 or 60% of the
respondents stated that they want to share and enhance their skills that why they want to
join get involved in socio-cultural activities. 2 respondents joined Socio-Cultural Activities
with the Aims of Fun or Just for Fun, While the other 2 Respondents Stated that they want
to have additional grade or Extracurricular Activities that’s why they join in Socio-Cultural
Activities. Then, 2 out of 30 Respondents in Socio-Cultural Group stated that they join
this kind of activity to learn more. While, the other 2 out of 30 respondents stated that they
want to continue their passion in socio-cultural Activities. Then, 2 out of 30 respondents

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stated that the main reason why they joined Socio-Cultural Group because it is their stress
reliever. 1 respondents stated that he joined Socio-Cultural Group to Experience New
Things. Lastly, 1 out of 30 respondents does not answer this Question, with the total of
30.
Table 7. What satisfaction do you get out of it?
Satisfaction (Socio-Cultural Group Members) Frequency Percent

Enjoyment/Happiness 8 26.7
Improve my Talent and Boost Up My Self Confidence. 8 26.7
Meet New Friends. 6 20.0
Scholarship 2 6.7
Great Experience 2 6.7
I Love what I do 1 3.3
No Physical Education. 1 3.3
Relieve My Requirement 1 3.3
No Answer 1 3.3
Total 30 100.0
The table above represents the satisfaction that get in the Socio-Cultural activities
of the 30 respondents in socio-cultural group. 26.7 or 8 out of 30 respondents are stated
that the satisfaction they get is Enjoyment or Happiness. Followed by improve my talent
and boost my self confidence that got a 26.7% out of 100%. While, 20% of the
respondents stated that they meet a new friend. Then, 2 out of 30 Respondents stated
that scholarship is the satisfaction they get out of it. Followed by great experience was
the satisfaction they get that got 6.7%. 1 out of 30 respondents stated they love what they
are doing and it is satisfaction they get out of it. The other 1 respondent stated the No
Physical Education satisfied him/her. 1 respondent satisfied his/her requirements

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because the Socio-Cultural Activities relieve his/her requirements in school. Lastly, 3 out
of 30 respondents or 10% does not answer this question.
Table 8. Why did you choose to be a leader in this school?
Reasons Frequency Percent
To Serve My College, Co-Students and to Represent

20 66.7
My Course.
Continue My Passion. 2 6.7
Share and Enhance My Skills. 2 6.7
For the betterment of this School. 2 6.7
To become Inspiration and Motivator. 1 3.3
No Answer 3 10.0
Total 30 100.0
The table 8 is the main reasons of 30 student leaders why they choose to became
a leader of CLSU which is the respondents of this research. Majority of the Students
Leaders stated that they want to serve their college, co – students and to represent their
course which is got 66.7% or 20 out of 30 respondents. While, 2 out of 30 respondent
stated that they want to continue their passion as a student leader of this school. The
other 2 respondents stated they choose to become a leader of this school because they
want to improve this school or for the betterment of our school. Then, 1 out of 30
respondents stated that she/he want to be an inspiration and motivator of the other
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respondents that’s why he/she choose to become a leader. Lastly, 10% of the
respondents does not answer this question. Overall the Total is 30 or 100
Table 8. What satisfaction do you get out of it?
Satisfaction of Student Leaders Frequency Percent
Enjoyment/Happiness 18 60.0
Meet New Friends 1 3.3
Great Experience 1 3.3
Make me Responsible 1 3.3
Hearing positive Feedbacks 1 3.3
Nothing just commitment and service 1 3.3
No Answer 7 23.3
Total 30 100.0
The table above is the satisfaction that the student leaders get from being a leader
where 60% or 18 get a satisfaction of enjoyment/happiness, 3.3 or 1 get a satisfaction of
meeting new friends, the same on the following: great experience, makes them
responsible, hearing positive feedbacks, and nothing just commitment and service. Lastly,
7 out of 30 respondents does not response to this question. Overall, the total numbers
are 30 or 100%.
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II. Academic Motivation.
Table 9. Intrinsic Motivation of Student Leaders

Item Means Mean Description
# 2, 9, 16, 23 Intrinsic motivation - 5.717 Higher Corresponds a Lot
to know
# 6, 13, 20, 27 Intrinsic motivation - 5.083 Lower Corresponds a Lot
toward accomplishment
s# 4, 11, 18, 25 Intrinsic motivation - 5.025 Lower Corresponds a Lot
to experience stimulation
Intrinsic motivation Overall Mean 5.275 Higher Corresponds a Lot
The table above is the intrinsic motivation of student leaders of CLSU in which
divided into a three types of statements. First the items #2, 9, 16, 23 that contains
statements to know which got a higher corresponds a lot with 5.717. Second, items #6,
13, 20, 27 contains towards accomplishment statements got a lower corresponds a lot
with 5.083 and items #4, 11, 18, 25 which contains experience stimulation statements got
a lower corresponds a lot with 5.025. The intrinsic motivation of student leaders got an
overall mean of 5.275.
Table 10. Extrinsic Motivation of Student Leaders

# 3, 10, 17, 24 Extrinsic motivation - 5.808 Higher Corresponds a Lot
identified
introjected
external regulation
Extrinsic Motivation Overall Mean 5.739 Higher Corresponds a Lot
The table above is the Extrinsic motivation of sociocultural group which divided
into three type of statements. First, is the Identified which is under the items # 3, 10, 17,
24 and got a higher corresponds a lot with 5.808. Second, contains Introjected which is
P a g e | 25
under the items # 7, 14, 21, 28 and got a lower corresponds a lot with 5.600. Third, is the
External Regulation which is under the items # 1, 8, 15, 22 and got a higher corresponds
a lot with 5.808. The extrinsic motivation of socio-cultural group members got an overall
mean of 5.739.
Table 11. Amotivation of Student Leaders

# 5, 12, 19, 26 Amotivation 2.675 Lower Corresponds a
Little
The Table above represent the mean of the amotivation of the student leaders of
CLSU which is 2.675 or considered belong to the mean range of Lower Correspond a
Little.
Table 12. Intrinsic Motivation Students Member of Socio Cultural Group

# 2, 9, 16, 23 Intrinsic motivations - 5.717 Higher Corresponds a Lot

to know
toward accomplishment
to experience stimulation
Intrinsic motivation Overall Mean 5.214 Lower Corresponds a Lot
The table above is the intrinsic motivation of sociocultural group in which divided
into a three types of statements. First is the items #2, 9, 16, 23 that contains statements
to know and got a higher corresponds a lot with 5.150. Second, items #6, 13, 20, 27 that
contains towards accomplishment statements and got a lower corresponds a lot with
5.150 and items #4, 11, 18, 25 which contains experience stimulation statements which
P a g e | 26
got a lower corresponds a lot with 4.775. The intrinsic motivation of socio-cultural group
members got an overall mean of 5.214.
Table 13. Extrinsic Motivation Students Member of Socio Cultural Group

identified
# 7, 14, 21, 28 Extrinsic motivation - 5.025 Lower Corresponds a Lot
introjected
external regulation
Extrinsic Motivation Overall Mean 5.550 Higher Corresponds a Lot
The table above is the Extrinsic motivation of sociocultural group in which divided
into a three types of statements. First, is the Identified which is under the items # 3, 10,
17, 24 and got a higher corresponds a lot with 6.000. Second, contains introjected which
is under the items # 7, 14, 21, 28 and got a lower corresponds a lot with 5.025. Third,
External Regulation which is under the items # 1, 8, 15, 22 and got a higher corresponds
a lot with 5.600. The extrinsic motivation of socio-cultural group members got an overall
mean of 5.214.
Table 14. Amotivation Students Member of Socio Cultural Group

# 5, 12, 19, 26 Amotivation 2.350 Lower Corresponds a Little
The Table above represent the mean of the amotivation of the students involved
in Socio-Cultural Activities which is 2.350 or considered belong to the mean range of
Lower Correspond a Little.

P a g e | 27
III. Comparison of Academic Motivation of Student Leaders and Students Involved in

Socio-Cultural Activities.
Table 15. Comparison of Intrinsic Motivation of Student Leaders and Student

involved in Socio-Cultural Activities.
Intrinsic Motivation Of Student Leaders 5.275 Higher Corresponds A Lot
Intrinsic Motivation Of Socio-Cultural

5.214 Lower Corresponds a Lot
Members
The Table above is the comparison of intrinsic motivation of student leaders and
members of sociocultural group where the data represent that level of intrinsic motivation
of student leaders got higher corresponds a lot with the mean of 5.275 while the members
of sociocultural got lower correspondence with the mean of 5.214. The Intrinsic motivation
of students and Socio-Cultural group members has too close difference with 0.061.
According to the data above that the Students Leaders has the Higher intrinsic motivation
than the Students involved in Socio-Cultural Activities.
Table 16. Comparison of Extrinsic Motivation of Student Leaders and Student

involved in Socio-Cultural Activities.

Extrinsic Motivation Of Student Leaders 5.739 Higher Corresponds A Lot
Extrinsic Motivation Of Socio-Cultural

5.550 Higher Corresponds A Lot
Members
The Table above is the comparison of extrinsic motivation of student leaders and
members of sociocultural group where both got a higher corresponds a lot with the mean
of 5.739 and 5.550 but they have close difference with 0.189. Even they have the same
P a g e | 28
Mean Range, the data also represents that the Extrinsic Motivation of the Students
Leaders is higher than the Extrinsic Motivation of the Socio-Cultural Group Members.
Table 16. Comparison of Amotivation of Student Leaders and Student involved in

Socio-Cultural Activities.
Amotivation Of Student Leaders 2.675 Lower Corresponds a Little
Amotivation Of Socio-Cultural Members 2.350 Lower Corresponds a Little
The Table above is the comparison of Amotivation of student leaders and
members of sociocultural group where both got a lower correspondence with the mean
of 2.675 and 2.350, The Amotivation of student Leaders and Socio-Cultural group
members has a close difference with 0.325. Even they have the same Mean Range, the
data also represents that of the Amotivation of the Socio-Cultural Group Members is lower
than the Amotivation Students Leaders.
Conclusion
The general purpose of this study was to determine the academic motivation of
student leaders and students who are involved in socio-cultural group. Therefore, the
researchers conclude that the academic motivation of the Student Leaders and Students
involved in socio-cultural activities in Central Luzon State University got corresponds a
lot. Specifically, The Intrinsic Motivation of the student leaders is higher than the intrinsic
motivation of students involved in socio-cultural activities. The same with the results of
the Extrinsic Motivation of the student leaders and students involved in socio-cultural
P a g e | 29
activities. Lastly, the amotivation of the students involved in socio-cultural activities is
lower than the amotivation of student leaders it means that the state of lacking in any
motivation of students involved in socio-cultural activities is lower than the student
leaders.
Recommendation
Based on the findings and the conclusion drawn. The following recommendations
are hereby given:
Additional research is needed to have a strong and rich data to have a better or
more accurately interpretation of the gathered data.
To all researcher who wants to conduct a study about academic motivation they
must be friendly and shows good personality to all respondents. Use an understandable
research questions to gather the exact data that they want to get by the research will be
useful. Researchers must well interpret the data they gathered to prevent bias information
or misinterpretation.
P a g e | 30
REFERENCES
Bergeron, D., Coppens, N., & Connelly, M. (2007). Students' Perceptions of
Experiences with University Student Activities Sponsored Organization. University of
Massachusetts Lowell
Davila, A. And M. T. Mora, 2007. Civic Engagement and High Academic Program: An
Analysis Using Nels Data. The University of Texas - Pan America, U.S.A.
Dehyadegary, E., Yaacob, S., Juhari, R., &Talib, M. (2011). Academic Engagement as
A Mediator in The Relationship Between Parental School Involvement and Academic
Achievement. Department of Human Development and Family Studies Faculty of Human
Ecology. University Putra Malaysia.
Fred, N. (1989). Student Engagement and High School Reform, Copyright by The
Association for Super Visional and Curriculum Development.
Fujita, K 2005. The Effects of Extra-Curricular Activities in The Academic Performance
of Junior High Students. The Master's College.
Goodenow, C. 1993. Classroom Belonging Among Early Adolescent Students:
Relationships to Motivation and Achievement. Journal of Early Adolescence, 13, 21-43.
Ivie, R. 2004. The Relationship Among Stress of Living Situation, Health and Academic
Performance. Department of Psychology. Loyola University.
Legault, L. And I. Green-Demers. 2006. Why Do High school Students Lack Motivation
in The Classroom? Toward an Understanding of Academic Motivation and The Role of
Social Support. Journal of Educational Psychology, 98,567-582

P a g e | 31
Light, R. 2001. Making The Most of College: Students Speak Their Minds. Harvard
University Press, Cambridge, Massachusetts, U.S.A.
Maehr, M (1990) A Two Goal Theory of Motivation and Achievement; A Case for Social
Goals. Review of Educational Research.
Maurer, T. (2012). Student's Academic Motivation in Allied Health Classes. The Internet
Journal of Allied Health Sciences and Practices. Volume 10, No. 1. Retrieved from
Http://Ijahsp.Nova.Edu
Ratelle, C.F., F. Guay, S. Larose, And C. Senecal. 2004. Family Correlates of
Trajectories of Academic Motivation During a School Transition: A Semi-Parametric
Group-Based Approach. Journal of Educational Psychology, 96, 734-754.
Rodulfo, (2010). Academic Involvement and Academic Performance of Students from
Public and Private Schools. (An Undergraduate Thesis Presented to The Faculty of the
Department of Psychology, CLSU)
Shamata, H. (2000). School Activity: Concept, Functions and Areas of Application, Cairo:
Egyptian Lebanese House. 31
Spillane, J., Halverson, R., & Diamond, J. (2004). Towards A Theory of Leadership
Practice: A Distributed Perspective. Curriculum Studies , 3 - 34.31
Wentzel, K.R. 1998a. Friendships, Peer Acceptance, And Group Membership: Relations
to Academic Achievement in Middle School. Child Development, 68, 1198-1209.
Wentzel, K.R. 1998b. Social Relationships and Motivation in Middle School: The Role of
Parents, Teachers and Peers. Journal of Education Psychology, 90, 202-209.

P a g e | 32
APPENDICES
Research Questionnaire
This survey is being used to research the “Academic Motivation of Student Leader and Students Involved
in Socio-cultural Group”. It will take approximately 10 - 20 minutes to complete. Participation in the
survey is voluntary, consent will be assumed if the questions are answered. You do not need to respond
to all questions. Class standing will not be affected in any way based on participation. All information will
be kept anonymous and confidential. Your participation is greatly appreciated. Thank you.
Socio Demographic Characteristics
Direction: Fill Up the following question with corresponding answers.
Name: (Optional)______________________________
Age: _______________ Gender: ______________
Religion:
____ Roman Catholic ____ Muslim
____ Methodist ____ Born Again
____ Iglesia Ni Cristo ____ Other:(specify)

_________________________
____ Baptist
____ Protestant
Family Members: _______________________
Monthly Family Income:
____ PHP 5,000 – PHP 15, 000 ____ PHP 35, 001 – PHP 45,000
____ PHP 15, 001 – PHP 25, 000 ____ PHP 45, 001 – PHP 55, 000
____ PHP 25, 001 – PHP 35, 000 ____ PHP 55, 001 – ABOVE
Why did you choose to be a member of a socio-cultural group in this school?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What satisfaction do you get out of it?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
P a g e | 33
Research Questionnaire
This survey is being used to research the “Academic Motivation of Student Leader and Students Involved
in Socio-cultural Group”. It will take approximately 10 - 20 minutes to complete. Participation in the
survey is voluntary, consent will be assumed if the questions are answered. You do not need to respond
to all questions. Class standing will not be affected in any way based on participation. All information will
be kept anonymous and confidential. Your participation is greatly appreciated. Thank you.
Socio Demographic Characteristics
Direction: Fill Up the following question with corresponding answers.
Name: (Optional)______________________________
Age: _______________ Gender: ______________
Religion:
____ Roman Catholic ____ Muslim
____ Methodist ____ Born Again
____ Iglesia Ni Cristo ____ Other:(specify)

_________________________
____ Baptist
____ Protestant
Family Members: _______________________
Monthly Family Income:
____ PHP 5,000 – PHP 15, 000 ____ PHP 35, 001 – PHP 45,000
____ PHP 15, 001 – PHP 25, 000 ____ PHP 45, 001 – PHP 55, 000
____ PHP 25, 001 – PHP 35, 000 ____ PHP 55, 001 – ABOVE
Why did you chosen to be a leader in this school?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What satisfaction do you get out of it?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
P a g e | 34
WHY DO YOU GO TO COLLEGE?
Using the scale below, indicate to what extent each of the following items presently corresponds to one
of the reasons why you go to college.
Does not Corresponds Corresponds Moderately Corresponds Corresponds

Corresponds A little A lot Exactly
At all
1 2 3 4 5 6 7
WHY DID YOU GO TO COLLEGE 1 2 3 4 5 6 7

1. Because with only a high-school degree I would not
find a high-paying job later on.
2. Because I experience pleasure and satisfaction
while learning new things.
3. Because I think that a college education will help
me better prepare for the career I have chosen.
4. For the intense feelings I experience when I am
communicating my own ideas to others
5. Honestly, I don't know; I really feel that I am
wasting my time in school.
6. For the pleasure I experience while surpassing
myself in my studies.
7. To prove to myself that I am capable of completing
my college degree.
8. In order to obtain a more prestigious job later on.
9. For the pleasure I experience when I discover new
things never seen before.
10. Because eventually it will enable me to enter the
job market in a field that I like.
11. For the pleasure that I experience when I read
interesting authors.
12. I once had good reasons for going to college;
however, now I wonder whether I should continue.
13. For the pleasure that I experience while I am
surpassing myself in one of my personal
accomplishments.
14. Because of the fact that when I succeed in college I
feel important.
15. Because I want to have "the good life" later on.
16. For the pleasure that I experience in broadening my
knowledge about subjects which appeal to me.
17. Because this will help me make a better choice
regarding my career orientation.
18. For the pleasure that I experience when I feel
completely absorbed by what certain authors have
written.
19. I can't see why I go to college and frankly, I
couldn't care less.
20. . For the satisfaction I feel when I am in the
process of accomplishing difficult academic
activities.
21. To show myself that I am an intelligent person.
22. In order to have a better salary later on.
23. Because my studies allow me to continue to learn
about many things that interest me.
24. Because I believe that a few additional years of
education will improve my competence as a
worker.
25. For the "high" feeling that I experience while
reading about various interesting subjects.
26. I don't know; I can't understand what I am doing in
school.
27. Because college allows me to experience a
personal satisfaction in my quest for excellence in
my studies.
28. Because I want to show myself that I can succeed
in my studies.
Adopted from:
Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, Nathalie M. Brière, Caroline B. Senécal, Évelyne F.
Vallières, 1992-1993. Educational and Psychological Measurement, vols. 52 and 53
Comments and Suggestions:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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Running Head: Academic Motivation of Student Leaders and Students Involved in Socio-Cultural Group.

ACADEMIC MOTIVATION OF STUDENT LEADERS AND STUDENTS INVOLVED IN

Academic Motivation defines the reasons behind student’s behavior and

and satisfaction in life. By such motivation people create a determination to successfully

complete an task, achieving a goal or a degree of qualification in their field of

“Quality of motivation indicated that Learners can be intrinsically motivated

This study emphasized Academic Motivation among students of Central Luzon

particularly focus on their Motivation as a Students with other responsibilities as a

of the student with participation on the other institution.

Students specially to the student leaders and Sociocultural members.

personality and motivation for academic achievement as the predictors of academic

socially and relatively common and has a relation to students.

In addition, in educational perspective, motivation has a multi-dimensional structure

different interpretations of motivation. In the discipline of education motivation is a

tridimensional phenomenon consisting of individual’s beliefs in ability in carrying out a

sufficient incentive for doing a task (Mohamadi 2006).

different interpretation of academic motivation of a student was based on his/her

to academic grades and performance.

Moreover, motivational damages on one hand caused a kind of pessimism, anxiety

create motivation education should be presented in appropriate context with desirable

strong association between student involvement in extracurricular activities and improved

attendance, behavior and academic performances (Reeves 2008). Accordingly,

college academic performances (Ivie, 2004).

program (Spillane et al, 2004).

Together with motivation, engagement is viewed in the literature as very important

2007). Motivation is seen as a pre-requisite of and a necessary element for student

Ainley & Frydenberg, 2005; Ryan & Deci, 2009).

This is important because authentic engagement may lead to higher academic

activities has a positive impact on students learning outcome.

Accordingly, the role of student leadership in the college environment is to help

awareness and develop understanding about the different school disciplines.

higher level of thinking.

Furthermore, expansive school leadership studies have explored and

draws in school leaders as influential determinants of schools’ achievement and

evidence reveals substantial progress in understanding school leaders’ role in the

significant effect on academic achievement.

In addition, a variety of variables have been proposed and used in previous

leadership studies as mediators or moderators of school leadership’s influence on

teachers’ capacity to perform, teachers’ motivation and work settings as mediators of

significant relationship between motivations for acquiring self-esteem, encouragement,

satisfying others, with academic achievement in students (Askari, 2006; McInerney,

Yeung, McInerney, 2001 & Gshafor Khayyat, 2004).

Researchers consider variables of hope for the future, self-esteem, quality of

decreasing academic motivation (Molavi, 2007). Significantly, student leadership

influence academic achievement, the academic motivation and students’ academic

decrease student academic performance.

Maehr (1990) whose work centers on "psychological environment" described how

this environment shapes student motivation. He stressed that motivation can be

categorized by student’s personal investment in a given task, therefore the magnitude of

motivation is influenced largely by tge psychological environment of a school and it's

(2011) Academic engagement is an important resource in student life toward

improvement of their academic performance. Also, academic engagement is a behavior

and Development, 2004).

students is doing homework and involvement in extracurricular activities. Suleman,Aslam,

performance of students is better, if students are engaged and motivated to learn.

According to Maurer (2012) intrinsically motivated behaviors are engaged for

pleasure, satisfaction, and derived from their performance. Whereas extrinsically

is a desire to learn, self-fulfilment, and enjoyment to achieve a mastery of a subject. On

Certainly, the absence of academic motivation can lead to feelings of frustration

is no doubt of primary importance. More specifically, students' motivation, academic