Academic Motivation

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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

Item Means Mean Description


# 3, 10, 17, 24 Extrinsic motivation - 5.808 Higher Corresponds a Lot
identified
# 7, 14, 21, 28 Extrinsic motivation - 5.600 Higher Corresponds a Lot
introjected
# 1, 8, 15, 22 Extrinsic motivation - 5.808 Higher Corresponds a Lot
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
Running Head: Academic Motivation of Student Leaders and Students Involved in Socio-Cultural Group.
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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

Item Means Mean Description


# 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


Item Means Mean Description

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


to know
# 6, 13, 20, 27 Intrinsic motivation - 5.150 Lower Corresponds a Lot
toward accomplishment
# 4, 11, 18, 25 Intrinsic motivation - 4.775 Lower Corresponds a Lot
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
Running Head: Academic Motivation of Student Leaders and Students Involved in Socio-Cultural Group.
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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


Item Means Mean Description
# 3, 10, 17, 24 Extrinsic motivation - 6.000 Higher Corresponds a Lot
identified
# 7, 14, 21, 28 Extrinsic motivation - 5.025 Lower Corresponds a Lot
introjected
# 1, 8, 15, 22 Extrinsic motivation - 5.600 Higher Corresponds a Lot
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


Item Means Mean Description
# 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.


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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.

Item Means Mean Description

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.

Item Means Mean Description


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

Item Means Mean Description

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

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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

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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

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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


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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

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Http://Ijahsp.Nova.Edu

Ratelle, C.F., F. Guay, S. Larose, And C. Senecal. 2004. Family Correlates of

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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)

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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.

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Parents, Teachers and Peers. Journal of Education Psychology, 90, 202-209.


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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?

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

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