This study is intended to understand teaching quality of English student teachers when they conduct their teaching practicum. Teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. Thes
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Motivational Framework of Academic Scholars and Student
Leaders: Comparative Analysis on Achievement and Mastery
Goals
ROSARIO F. QUICHO
1
Abstract
This study examined the motivational framework of the academic scholars and
student leaders in terms of their achievement goals, sense of self, and facilitating
conditions. Respondents were 163 scholars and 85 student leaders. Utilizing the
Inventory of School Motivation, Sense of Self Scale (SOS), and facilitating
Conditions Questionnaire (McInerney et al., 2001), they were purposively chosen
since they have different social processes, characteristics, and of different
experiences. The survey questionnaire aimed to explore their motivations in pursuing
their activities and to recognize their values and goals. Anchored on Personal
Investment (PI) Theory (Maehr & Braskamp, 1986), this study explored the
similarities and differences of the motivational characteristics of these two groups of
students and how they have invest their resources, energy, time and talent.
Descriptive comparative and causal - correlation were used to guide the analysis of
this research. Pearson r was used to determine the relationship between
socio-demographic and academic related characteristics of the respondents and
motivational framework, and the inter-correlation of the different components of the
motivational framework. Results revealed that the two groups have multiple
achievement goals. They were high in achievement goals and on mastery goals but
differed in performance goals, social goals and extrinsic goals. In terms of sense of
self, they have high knowledge and beliefs about oneself and moderate social support
(facilitating conditions). These two groups likewise differed in adopting achievement
goals, particularly in terms of mastery goals where the academic scholars scored
higher in task goals than the student leaders. They also differed in performance goals,
particularly in social power where the student leaders got significantly higher score
than the academic scholars.
Keywords
Achievement goals, academic scholar motivation, mastery goals, student leaders
1. An associate professor at Central Luzon State University, College of Education, Department of Education
and Related Studies (DERS), Philippines email; rfquicho@dotclsu.edu.ph
mailto:rfquicho@dotclsu.edu.ph
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Introduction
A number of factors affect students’ behaviors and performance in the school and
one of the most influential is motivation. Motivation is the attribute that “moves” us to do
or not do something (Gredler, 2001). It is “the reasons underlying behavior” (Guay et al.,
2010). Igniting a spark of energy and fervor in the students to learn and succeed in academic
and life pursuits is a fundamental role of any school. Students who are motivated are more
likely to engage and complete challenging educational tasks, and are more competent in
doing those tasks while students who are not motivated to work hard consequently will not
succeed. Taking into account the significance of motivation in the educational setting,
various motivational theories emerged. One of these is the Personal Investment (PI) Theory.
It is a social cognitive theory of motivation which assumes that one’s behavioral investment
in a situation is a function of the meaning of the situation to a person. In this theory,
meaning is held to be comprised of three interrelated components, namely personal goals or
incentives, sense of self characteristics, and perceived behavioral options. PI theory is also
particularly relevant in investigations into how individuals of varying social and cultural
backgrounds relate to differing achievement situations (Maehr & Braskamp, 1986; Ryan &
Patrick, 2001).
Central Luzon State University is a prestigious university and one of its major goals is
to provide quality and excellence in learning. Part of its mission is to develop socially
responsible and empowered human resources. It also takes pride in being the Center of
Excellence in various fields as awarded by the Commission on Higher Education (CHED).
With this premise, it is the institution’s duty and responsibility to produce quality graduates
and empowered human resources. However, in materializing this institution’s goal and
mission, educators need to dig deeply on the factors contributory to the students’ success in
their endeavors. One of these is by delving at the motivational framework such as sense of
self, achievement goals, and facilitating conditions of the students (Ames, 1992; Ames &
Archer, 2008). Incorporated in the mission and goal of the university is honing the
knowledge, skills, and values of students. Two significant groups of students of varying
social backgrounds are considered to be affront in the realization of the stated objectives, the
academic scholars and student leaders. However, they are of opposing poles (Bernardo,
2008). While academic scholars are observed excelling in academics but are not participative
in terms of leading student organizations, the student leaders are observed very active in
leading organizations but are observed not performing well academically. Thus, they may be
playing on a different motivational framework. Though different in terms of social aspects,
they are assumed to play important roles in our society in the future. Heads and leaders of
the different offices, institutions, and organizations in our country in the future are assumed
to emanate from these two important groups of students.
Exploring intently, the academic scholars or the honors students are known as
“superior” to other students in an institution or of “high ability” or “the best and
brightest”(Achterberg, 2005), are quirkier and more engaged, and are subject to the same
problems, frustrations, and anxieties as their non-scholar counterparts (Kaczvinsky, 2007).
The student leaders, on the other hand, are the people in-charge of a students’ group or
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organization that are expected to provide social and emotional support to the group by
listening, acknowledging, teambuilding, and supporting other members. They provide
direction and assistance to the group in accomplishing their tasks.
The academic scholars and student leaders are two groups with different social
processes, characteristics, and of different experiences. It would be interesting to know their
motivations in pursuing their activities and to recognize their values and goals. Considering
the significant roles these groups will carry out in the university today and in the future, it
would be imperative to guide these students in establishing appropriate values and goals
which are positive predictors of better-quality performances. The difference in social bearing
between these two groups is manifested in their motivational behaviour (Elliot, 1999; Elloit
& Dweck, 2005; Skinner et al., 2008). While the academic scholars are particularly known
to achieve and succeed in most if not all of their scholastic achievement, they are usually
observed to have difficulty in collaborative tasks. Because they are more of self-reliance
and personal achievement, they are somehow confused performing consistently well in both
individual and group activities. And because most of them are very competitive individually,
they are prone to compete against a given standard or to an extent to the rest of the group.
The student leaders, however, are inclined to leading and working with a group, they are
more sensitive to the aspiration and needs of the members of the group than their own.
They do not compete but rather they work with them so as not only to achieve individually
but collaboratively (Legault & Green-Demers, 2006; Ganotize et al., 2012).
Undeniably, academic scholars and student leaders are two important but different
groups of students. Albeit in some situations, the academic scholars turn out to be student
leaders as well. Stirred up with the Personal Investment Theory, this study explored the
similarities and differences of the motivational characteristics of these two groups of
students.
1. How do these two significant groups of students invest their resources – energy,
time and talent?
2. Do they have sensible purpose and confidence in performing curricular,
co-curricular, and extra-curricular tasks?
3. How do they set their goals such as mastery goals, performance goals, social
goals, and extrinsic goals?
4. What is the social dimension of their schooling?
The students act within the context of the meaning they give to the situation. Meaning and
motivation are inextricably linked. The meaning of the situation to the individual determines
personal investment and knowing the meanings individuals hold allows us to predict how
and when they will invest their time and energy- in their jobs or in other activities.
In short, people invest themselves in certain activities depending on the meaning
these activities have for them (Maehr & Braskamp, 1986; Hardre & Reeve, 2003; Jenning,
2003; Rusillo & Arias, 2004). Investigating these students’ background is essential because
these characteristics can be extremely influential in affecting students’ attitudes toward
schooling, as well as in performing other undertakings.
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Methodology
Respondents of the study
The respondents of the study were the 163 academic scholars and 85 student leaders
of Central Luzon State University. The academic scholars were the university scholars who
obtained a GPA of 1.50 and above, and the college scholars who obtained a GPA of 1.51 to
1.75 during the preceding semester. Included in the student leaders were the elected and
appointed leaders or presidents of the different student organizations such as University
Supreme Student Council, college student organizations, fraternities/sororities, college based
organizations, non-college based organizations, campus ministry, CLSU Collegian, and
student organizations in the dormitories.
Research Design
Descriptive comparative and causal - correlation were used to guide the analysis of
this research. Specifically, specific data to describe the CLSU academic scholars and student
leaders were gathered regarding their socio-demographic characteristics and motivational
framework such as achievement goals, sense of self and facilitating conditions.
Processing intensely, students who were academic scholars and student leaders were
compared based on the variables earlier mentioned. Data on demographic characteristics
such as age, gender, ethnicity, religion, family size, monthly family income, and academic
related characteristics such as high school attended, high school general average, College
Admission Test scores, course pursued, year level, academic load and academic performance
of the two groups of students were correlated to their sense of self, achievement goals, and
facilitating conditions. The motivational framework of the two groups of respondents such
as achievement goals, sense of self and facilitating conditions were also correlated.
Research instruments
The study utilized four instruments. The first instrument was a questionnaire
developed by the researcher which was used in obtaining the data for the socio-demographic
and academic related characteristics of the students and in gathering answers on what
motivate the academic scholars to excel in their studies, the satisfaction they got from it, and
the reasons why the student leaders choose to be leaders of the organizations and the
satisfaction they got from it.
The other three instruments were adopted affective instruments which were used in
determining the motivational characteristics of the two groups of students: Inventory of
School Motivation (ISM), Sense of Self Scale, (SOS) and Facilitating Conditions
Questionnaire (FCQ). Questions from the affective instruments were answered using a
five-point Likert-type scale anchored on 1 (strongly disagree) and 5 (strongly agree). A
letter of request to use the said instruments was sent to Dr. Dennis M. McInerney, the one
who developed the instrument, through electronic mail.
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Data gathering procedure
A letter of request to conduct the study was sent to the Vice President for Academic
Affairs and to the deans of the different colleges in the university. With the questionnaires
given to the students, the researcher gathered the data regarding their age, gender, ethnicity,
religion, family size, monthly family income, high school attended, course pursued, year
level, and academic load.
The academic scholars were asked what motivates them to excel in their studies and
the satisfaction they got from it while the student leaders were asked on the reason why they
have chosen to be leader of the organization and the satisfaction they got from it. Their
responses on the three affective instruments: Sense of Self Scale, (SOS), Inventory of School
Motivation (ISM), and Facilitating Conditions Questionnaire (FCQ) were also gathered.
In gathering the data for the student leaders, questionnaires were distributed during
the assembly meeting of all the heads of the student organizations at the Office of Student
Affairs which was conducted on the second week after the opening of classes. For the
presidents of the different students’ dormitories, the researcher personally asked the
dormitory managers or house parents to allow her to give the questionnaires to the
presidents. Collection was done every 7:30 in the evening during school days, the time when
the students were expected to be inside the dormitories.
The different college registrars were also requested to convene the academic scholars
and the president of the college council under their jurisdiction and they distributed the
questionnaires. A letter of request was also given to the Director of the CLSU Office of
Admission to allow the researcher to acquire the other needed data. These include the
respondents’ CLSU CAT score, high school general average and academic performance
(grade point average).
Methods of data analysis
Descriptive statistics was used to analyze the data on socio-demographic and
academic related characteristics of academic scholars and student leaders, and their
motivational framework such as achievement goals, sense of self, and facilitating conditions.
Pearson r was used to determine the relationship between socio-demographic and academic
related characteristics of the respondents and motivational framework, and the
inter-correlation of the different components of the motivational framework. To compare
the motivational framework of the two groups of respondents, t-test was used.
For purposes of computing relationship among variables, ethnicity was later recoded
as Ilocano (1), Tagalog (2), and others (3) since the Tagalog predominated in the sample. The
same procedure was done for religion where the variable was recorded as Catholic (1) and
non- Catholic (2).
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Findings and Discussion
Comparison of the motivational framework of the academic scholars and
student leaders
Achievement goals, a significant difference was noted in the mastery goals of the
two groups of respondents, specifically to task goals ( t =-2.05). A higher mean score was
obtained by the academic scholars ( x
=4.55) compared with the student leaders ( x
=4.44).
Probably, the difference can be explained by the fact that the academic scholars were more
focused in their academic lessons, in mastering academic skills, and improvement in their
school work compared with the student leaders. The student leaders had the desire to
improve their leadership skills, to develop their personality such as expressing their ideas,
and being in-charge of the group.
Task is a significant academic endeavor for academic scholars. One of its primary
duties involves focusing on academics. Because academic scholars are considered the cream
of the crop of an institution, probably they are more concerned with their grades. By doing
so, this group of students might believe that they maintain their scholarship through high
grades. Furthermore, mastery of academic skills is possibly necessary to maintain their
academic standing. As assumed, perseverance and persistence are closely knitted to
developing academic skills. Through the art of repetition, specific skills might be gradually
developed to its fullest potential. Frustrations along the road are inevitable. However,
academic scholars possibly can adapt to certain situation, and move forward to master higher
level of skills.
A significant difference was obtained in social power ( t =3.355). The student leaders
obtained significantly higher score on social power ( x
=3.05) than the academic scholars ( x
=2.67). The reason for this difference may be the fact that the academic scholars were more
focused in their studies rather than to be leaders of organization.
Table 1. Comparison of the motivational framework of the academic scholars and student leaders
Motivational
Framework
Mean Of The Respondents
Academic Scholars
(N=163)
Student Leaders
(N=85)
t -value
A. Achievement Goals 3.69 3.77 1.411
1. Mastery 4.38 4.35 -.469
Task 4.55 4.44 -2.051*
Effort 4.20 4.26 1.030
2. Performance 2.90 3.19 2.815
Competition 3.12 3.33 1.721
Social Power 2.67 3.05 3.355**
3. Social 4.02 4.07 .831
Affiliation 3.89 3.94 .520
Social Concern 4.14 4.21 .932
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Table 1. continued…
4. Extrinsic 3.49 3.45 -.371
Praise 3.79 3.87 .723
Token 3.18 3.04 -1.367
B. Sense of Self 3.62 3.61 -.171
1. Sense of Purpose 4.71 4.56 -2.553**
2. Sense of Reliance 3.71 3.78 1.041
3.Negative Self Esteem 2.40 2.42 .269
4. Positive Self Esteem 3.66 3.68 .222
C .Facilitating Conditions 3.37 3.42 1.108
1. Further Education
Intention
4.17 4.131 -.468
2. School Valuing 4.49 4.41 -1.372
3. Parent Support 3.38 3.42 .331
4. Teacher Support 3.63 3.67 .456
5. Peer Help 3.95 3.99 .384
6. Leave School 1.57 1.82 2.160*
7. Pride from Others 4.10 4.05 -.442
8. Negative Parent
Influence
1.49 1.59 1.096
9. Affect to School 4.32 4.25 -.899
10. Negative Peer
Influence
2.01
2.35
2.855**
11. Positive Peer
Influence
4.00
3.98
-.242
Legend: * significant (p<.05)
** highly significant (p<.01)
They were in their sophomore year where the number of units enrolled ranging from 20 – 27
units for the non-science courses and 19 – 24 units for the science courses. Becoming a
leader probably was not their primary concern. On the part of the student leaders, since
majority of them were in their senior years (64.7%) and majority were under load (had
enrolled as low as 3 units), they had ample time for other activities, such as leading
organizations.
Student leaders want to serve students relative to their studies, concerns and
problems and school culture. For instance, student life in the dormitories is quite complex
especially for those who come from remote areas or first time to live independently away
from their parents. Adapting to the new environment is quite challenging for them. Student
leaders play a significant role in serving the student population who are likely on same
situation. Student leaders can counsel, console, guide, and assist students who are
experiencing environmental adjustment. More so, by giving supplemental support to
students, student leaders can enhance leadership skills.
These skills involve handling/managing a specific group of students and
organization, constructing and implementing guidelines and learning to communicate and
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mingle with other people in the community. Once they developed their ability as leaders,
they may be able to influence others of their leadership qualities. This seems to be the most
vital element of a student leader, a person who can not only influence others but also
implement change. For the social and extrinsic goals, no significant difference was obtained.
Both groups scored high.
Sense of self, the findings reveal high significant difference in the sense of purpose (
t =-2.553) of the two groups of respondents where higher mean was observed from the
academic scholars ( x
=4.71) against the mean scored by the student leaders ( x
=4.56). This
result can possibly be explained by the fact the academic scholars value education for the
future was more evident compared with the student leaders. They are more focused in their
academic work compared with student leaders whose priority is their being leader of their
respective organization.
Facilitating conditions, significant difference was recorded in leaving school of the
two groups of respondents ( t =2.160). Both groups scored low mean for leaving school,
with the student leaders scoring a little bit higher ( x
=1.82) than the academic scholars ( x
=1.57). The academic scholars had parents who motivated them to perform well in the
school, monitoring their academic progress, and were supporting their academic activities.
They had also very good academic performance. With the conglomeration of data gathered
for the academic scholars, it can be concluded that the academic scholars had no intention
of leaving the school and were more determined to stay in the university and finish their
course on time.
With the case of the student leaders, majority of them were in their senior years,
stayed in the university longer than the number of years required for their courses, most of
them were irregular students with grades ranging from conditional to excellent. Given these
facts, the parents of the student leaders probably tend to negatively influence their children
of quitting schooling. This may be associated with additional semester for the student
leaders and additional financial burden on the part of the parents. Probably, the parents
encourage their children to leave school and find a job.
Results also showed high significant difference in the negative peer influence
( t =2.855) of the two groups of respondents. The mean for the student leaders was
x
=2.35 which was significantly higher than with the academic scholars’ ( x
=2.01). This
means that student leaders were more likely influenced by their friends. Unlike the academic
scholars who were influencing their friends to excel in their studies. For the student leaders,
the condition was different.
Conducting organization activities in order to comply with the requirements of the
Office of Student Affairs made possible the development of camaraderie and closeness
among members. Even after the activities were already conducted, they still want each
other’s company. Consistently doing this may sacrifice attendance to their classes and may
eventually lead to sacrificing their grades.
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Relationship between socio-demographic and academic related
characteristics and motivational framework in terms of achievement goals of
academic scholars and student leaders
Three socio-demographic characteristics of the academic scholars and student
leaders were highly correlated with achievement goals. These were age (r =.246),
course pursued (r =.191), and year level (r =.255). Similarly, gender (r =.157), and ethnicity
(r = -.132), were also found as having significant correlation with achievement goals. These
findings suggest that these variables can highly predispose the achievement goals of the
academic scholars and student leaders.
Age was found to be significantly correlated particularly in the performance goals
and social goals. This implies that the older the scholars and the leaders, the higher their
adoption to performance goals and social goals. Performance goals are related with
competition and being in-charge of the group while social goals are related with the
desire of working with others and showing care and concern with others. The findings
suggest that the older are the students, the higher are their performance and social goals.
A high significant correlation was also observed between course pursued and
achievement goals (r = .191), particularly in performance goals and extrinsic goals. This
suggests that the non-science students tend to have higher pursuance of performance goals
and extrinsic goals compared to those who pursued science courses.
This finding can be attributed to the fact that since the students who were enrolled in
science courses pursued more difficult curricular subjects, they had lesser time pursuing
competition within the group, but they would rather work with their peers in doing their
works and other projects. In terms of extrinsic goals, the students enrolled in non-science
courses tend to seek praises and recognitions from their parents, teachers, and peers.
Based on the researcher’s observation while gathering data for the academic performance of
the respondents, it was identified that those enrolled in the science courses were more
superior than those in the non-science courses in terms of their GPA.
Another variable having a high significant correlation with achievement goals was
year level (r =.255). This implies that the higher the curricular level of the students, the
higher their acceptability to performance and social goals. The fourth year students were
higher in terms of performance and social goals than sophomores. This is probably true
because those in the higher curricular level were more adjusted to academic
works.
Table 2. Relationship between socio-demographic and academic related characteristics and motivational framework in
terms of achievement goals of the academic scholars and student leaders
Mastery Performance Social Extrinsic Achievement Goals
Socio-Demographic
Characteristics
Age .041 .250** .172** .121 .246**
Gender .186** .024 .177** .099 .157*
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Table 2. continued…
Ethnicity .001 .252** -.034 -.140 -.132*
Religion .074 -.014 -.095 -.022 -.034
Family Size -.005 .070 .032 -.050 .023
Monthly Family Income .069 -.047 .137* -.028 .026
Academic Related
Characteristics
High School Attended .034 .028 -.032 -.059 .016
High School General
Average
.159* -.110 .056 .047 .020
College Admission Test
Score
.059 -.124 .025 -.026 -.052
Course Pursued .004 .178** .040 .199** .191**
Year Level .067 .292** .166** .083 .255**
Academic Load -.021 .031 -.035 .074 .031
Academic Performance -.019 .206** -.036 .018 .095
Avenue for them to devote time to build relationship with other people. In the case of
student leaders, majority of them were in their senior years and enrolled only few numbers
of units (as low as 3 units). This offers them longer time to spend on establishing good
relationship with other students, to become leaders, and to try winning on competitions.
This study also revealed significant relationship between gender and achievement goals
particularly mastery goals (r =.186) and social goals (r =.177). This implies that females tend
to have higher adjustment achievement goals and social goals compared to males. This can
be further explained that females are more persevering in doing their academic works and in
mastering academic skills. As cited in the article “Loving Beyond Our Gender-Personalities,”
females tend to have more admirable characteristics like being sympathetic, empathetic,
compassionate, caring, kind, helpful and cooperative than males.
The significant relationship (r =.252) between ethnicity and performance goals was
also noted. Students who are Tagalogs and those belonging to other ethnic groups tend to
have higher adoptability to performance goals than Ilocanos. Probably, these students have
more ardent desire of winning competitions and being in-charge of groups. Likewise,
academic performance was also significantly correlated with performance goals. Students
who have high grade point average tend to pursue performance goals. Probably, the
competition they are aspiring are academic related competitions and being in-charge of
doing classroom activities. In addition, high school general average was also found as having
significant relationship with mastery goals. Students who got high school grade average in
high school tend to pursue mastery goals. These students were intrinsically self-motivated
and had the innate desire to master academic skills and exert effort in their studies.
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Relationship between socio-demographic and academic related
characteristics and motivational framework in terms of sense of self of the
academic scholars and student leaders
Table 3 reveals that the socio-demographic and academic related characteristics of
the academic scholars and student leaders showed no significant correlation with their
adopted sense of self, except for age, monthly income, high school general average, course
pursued, and year level which have significant correlation with some of the components of
sense of self. Age was found to have high significant relationship (r = .214) with sense of
reliance. This implies that students who are older tend to have higher sense of reliance or the
confidence in doing academic works than their younger counterpart. Course pursued was
also found as having significant correlation with sense of reliance (r =.174). This explains
that the students enrolled in the non-science courses tend to have higher degree of pursuing
sense of reliance. This can probably be explained by the fact that since these students
enrolled curricular subjects which are less difficult and less complicated compared with
enrolling science courses that entail a lot of laboratory activities and requirements, it is most
likely that self-reliance was developed among them. They rely more on their ability. On the
other hand, those enrolled in science courses tend to engage in collaborative effort.
Moreover, a highly significant correlation was also observed between year level and
sense of reliance (r =.200) which means that those in the higher curricular year tend to
develop more sense of reliance. Since they were in the later years of their studies, as earlier
stated, they had developed more independence and confidence in doing their work.
Similarly, significant correlation was also observed between high school grade point average
and two components of sense of self: sense of purpose (r =.154) and negative self-esteem (r
=-.128). Students who had high grade point average in high school tend to have high sense
of purpose and low negative self-esteem. As described by McInerney et al. (2001) these are
students who value school more for the future and have low hold of negative feelings about
their general intellectual ability at school. Finally, income was also having significant
correlation with positive self-esteem which implies that students who have high family
income tend to have higher degree of pursuance of positive self-esteem. Since these students
are financially secured, probably they have nothing to worry about in terms of the expenses
which they may incur. This contributed in developing positive feeling that they have the
ability to finish their studies.
Table 3. Relationship between socio-demographic and academic related characteristics and motivational
framework in terms of sense of self of the academic scholars and student leaders
Sense of
Purpose
Sense of
Reliance
Negative
Self-Esteem
Positive
Self
Esteem
SENSE
OF
SELF
Socio-Demographic
Characteristics
Age .063 .214** -.031 .085 .123
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Table 3. Continued…
Gender .117 -.077 -.102 -.042 -.059
Ethnicity -.053 -.077 .066 .016 .006
Religion .004 .057 .009 -.103 -.032
Family Size .002 -.017 .024 .076 .043
Monthly Family Income -.038 .026 .055 .149* .045
Academic Related
Characteristics
High School Attended -.013 .068 .075 .096 .101
High School General Average .154* -.029 -.128* -.003 -.022
College Admission Test Score .113 .026 .083 .012 .012
Course Pursued .025 .174** -.022 .116 .116
Year Level .029 .200** .016 .088 .116
Academic Load .121 .016 .003 .036 .061
Academic Performance -.111 .003 .079 .027 .016
Relationship between socio-demographic and academic related
characteristics and motivational framework in terms of facilitating conditions
of the academic scholars and student leaders
In general, only one socio-demographic variable, the College Admission Test Score,
had negative high correlation with facilitating conditions (r = -.188). This implies that
students who got high CAT percentile scores tend to have fewer tendencies to leave school.
CAT score also showed high significant correlation with negative peer influence (r = -.188).
This means that students who have high CAT percentile scores tend not to be influenced
negatively by their friends in leaving school and looking for job.
Academic load was found having significant correlation with further educational
intention (r =.170), school valuing (r = .175), and a significant correlation with leave school
(r =-.146). This implies that those students who were enrolled in full load and
overload have more desire to further their studies, value school highly, and have lesser
intention of leaving school. This finding is very apparent with their desire to finish their
studies with the prescribed number of years in their curricular program.
Another socio-demographic characteristic that showed significant correlations with
facilitating condition was gender. Specifically, gender was high significantly correlated with
school valuing (r = .201), leaving school (r = -.251), negative parent influence (r = -.211),
negative peer influence (r = -.318) and with further educational intention (r =.176), pride
from others (r = .173), and positive peer influence (r = .149). These results imply that
females tend to value schooling, have no intention of leaving school, are not influenced
negatively by their parents and by their friends. Furthermore, females have higher intention
of furthering their studies or pursue graduate degree, put more importance on the pride of
parents, teachers and peers, and receive positive influences from their friends. High school
general average also showed high significant correlation with leaving school (r =-.221),
negative parent influence (r =-.188), and negative peer influence (r =-.195). Similarly, it also
showed significant correlation with school valuing (r =.143), and affect to school (r =.154).
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Students who obtained high grades in high school tend not to be advised by parents to leave
school, not receiving negative encouragement from parents, and not receiving negative
influence from their friends, like leaving school. Moreover, these students tend to value
schooling and show high affection to school. Significant correlation was also obtained
between age and parent support (r =.132) and pride from others (r =.128). This suggests that
older students get more support from their parents, and feel the importance of pride coming
from their parents, teachers, and peers. Since they were near the end of their studies, this is
the time where the students need more emotional and financial supports from their parents
and feel the pride of their parents in their approaching graduation.
Ethnicity was also significantly correlated with negative parent influence
(r = .162). Tagalogs and other students coming from other ethnic groups tend not to receive
negative parent influence. Additionally, religion was found as having significant correlation
with affect to school (r =-.140). This explains that the non- Catholics were showing more
positive concern about schooling compared to the Catholics. As described by Mcinerney et
al. (2005) these students show more fondness or predilection in studying and doing their
schoolwork and are showing the feeling of excitement and happiness in learning new things.
Similarly, significant correlation was found between high school attended and affect
to school (r =-.128) which explains that those who graduated in private schools put higher
regards to schooling compared with those who graduated in the public schools. This can be
explained by the fact that since some private schools are operated by religious group,
religious and character building lessons are included in their curriculum. Probably, the values
of putting importance to education are included here and were inculcated to the students.
Year level was also correlated with negative parent influence (r =-.132). The students
who are in their senior years tend not to receive negative influence from their parents.
Encouragement was given probably by their parents to prioritize schooling since they are
near the end of their tertiary education. Furthermore, course pursued was observed as
having significant correlation with further educational intention (r = .136). Those pursuing
non-science courses tend to aspire for further education or to pursue graduate school. This
can be explained by the fact that the competition for hiring graduates from non-science
courses, and competition for promotion are very stiffed, students already have a vision of
not just finishing their college degrees but further attain advance studies.
Similarly, academic performance was found as having significant correlation with
school valuing (r =-.138), leaving school (r =.171), and negative peer influence (r =.150).
Students who have high grade point average tend to value or give more importance to
education, tend not to leave school but rather persevere to finish their education, and tend
not to entertain negative influence from their friends. This finding coincides with the high
mean score of the respondents to mastery goals ( x
= 4.37) which emphasizes persistence
and perseverance in mastering academic skills.
Sources of motivation of the academic scholars
Motivation serves as energy drive or intention to engage in different learning
activities. It is an internal state that arouses, directs and maintains behavior. Table 4 presents
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the sources of motivation of the academic scholars in order to excel in their studies. These
sources contributed enormously to whatever academic accomplishment they had. Based on
the open-ended responses of the academic scholars, parents and family were their primary
sources of motivation. This implies the significant involvement of parents in the educational
undertakings of their children. This finding shows congruency with the high mean score
obtained by the academic scholars in their motivational framework particularly on
parent support ( x
=3.38), pride from others ( x
=4.10), and their low mean score in negative
parent influence ( x
=1.49). The finding implies that the parents were supporting
the respondents in their studies, paying attention to their academic performances, concerned
regarding their future, and showing pride of the accomplishments of their children. These
motivated the academic scholars to excel.
This finding was consistent with the previous studies on parental involvement
(Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Epstein & Van Voorhis, 2001; Grolnick
& Slowiaczek, 1994; Henderson & Mapp, 2002). Children have long been believed to be
associated with a range of enhanced school outcomes for students, including varied
indicators of achievement and the development of student attributes that support
achievement. Research also indicates that active involvement of parents in the education of
their children in general yields relevant students’ achievement outcome: learning and success
Table 4. Sources of motivation of the academic scholars to excel in their studies
Motivation Frequency (N=163)
Parents and family, and the sacrifices done by parents in supporting his/her
studies
106
The desire to 293ulfil their dreams, gain good future, and get rid of poverty 58
Friends’ and peers’ expectations and advice 21
Rewards like scholarship, distinction/honor, praises, and the desire to graduate
with flying colors
18
The Lord God who gives everything 7
The desire to gain more/additional knowledge 5
Competition with other students 3
The teachers 2
*Multiple Response
Second, the desire to fulfill their dreams, gain good future, and get rid of poverty were also
identified as sources of their motivation. This revelation is particularly true to the academic
scholars who were hard up and were considering the attainment of education as their way to
get rid of poverty. Having this motivation, they became more focused in learning and
mastering academic skills, more persistent and perseverant in their studies, amidst difficulties
in learning. In addition, the academic scholars also had high mean score for sense of purpose
( x
=4.71) where it explains that the academic scholars were trying hard in their studies so
they can finish a college degree and will have better future. The academic scholars also had
high school valuing ( x
=4.49) which means that they were doing well in the school so they
can finish their studies and have better future. Furthermore, they also had high mean score
for affect to school ( x
=4.32) which explains of the respondents real interest in studying.
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Third, another source of motivation was their friends’ and peers’ expectations and advice.
This suggests the important roles played by the friends and peers in their lives. This can be
proven by their high mean score for positive peer influence ( x
=4.00) and the low mean
score for negative peer influence ( x
=2.01). As asserted by Johnson, Johnson, and Anderson,
(1983), students may also perceive support from their classmates in terms of feeling cared
about, both as a person and as a student with respect to their academic learning. Fourth,
rewards received by the academic scholars like scholarship; distinction/honor, praises, and
the desire to graduate with flying colors were also identified as one of the sources of
motivation. This can be supported by their high mean score for praise ( x
=3.79) which
explains the importance of praises from parents, teachers, and peers when complying with
academic works. The moderate high mean score of the respondents for the token likewise
justifies this finding ( x
=3.04) which explains the importance of receiving rewards from
significant others when they do school work. Lastly, other sources of motivation that had
been identified include strong faith of the academic scholars to the Heavenly Father who
gave them everything they need, and the desire to gain more or additional knowledge. This is
being supported by their high mean score for effort ( x
=4.20) where the students work hard
to understand new things at school.
However, competition among students and teacher influence were considered the
lowest sources of motivation. Among the 163 respondents, it is a lament to know that only
two revealed that their teachers motivated them. Teachers, as claimed by many researchers,
are considered as important and influential persons in the students’ life. Teachers exert a
powerful influence on the formation of academic perceptions and development of academic
behaviors (Goodenow, 1993; Wentzel, 1998a, 1998b). They can influence motivational
features of the classroom learning environment (Deci & Ryan, 1985). Perceived support
from teachers has been shown to be strongly related to prosocial and responsible behavior,
educational aspirations, intrinsic values, and enhanced self-concept (Goodenow & Grady,
1994; Harter, 1996; Wigfield & Rodriguez, 1998). There are many powerful ways on how
teachers influence their students, but these seem fell short as presented by the findings of
this study.
Satisfaction obtained from being academic scholars
Table 5 presents the satisfaction obtained by the academic scholars in chronological
order as revealed by this study. Self-fulfillment and being proud of oneself were disclosed
by the respondents as their primary satisfaction. Probably, these were the outcomes of the
effort they exerted in their studies since they have obtained very high mean score for effort
( x
=4.20). Pride of parents and family followed next. These indicate the satisfaction of their
parents being proud of their academic achievements. Fulfillments in getting high grades
and contentment in retaining the scholarship were also considered as important elements of
their satisfaction. The rewards the scholars received after working hard and performing well
in class gave them satisfaction. Furthermore, happiness of knowing that better future awaits
was also identified as contributing factor to their satisfaction. This satisfaction of the scholar
respondents corresponds to their very high mean score on sense of purpose. ( x
=4.71).
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Table 5. Satisfaction obtained from being academic scholars
Satisfaction Frequency (N=163)
Self-fulfillment and being proud of oneself 68
Pride of parents and family 53
Fulfillment in getting high grades 20
Contentment in retaining the scholarship 18
Happiness of knowing that better future awaits them 16
Confidence in facing other people 10
The feeling of being worthy, loved, and appreciated 8
Pride of friends and peers 7
The feeling of being blessed 4
*Multiple response
Similarly, confidence in facing other people was another source of satisfaction. This finding
was probably related to their economic status in life where academic scholars, who were hard
up, usually have confidence in facing other people regardless of their status. Moreover, the
feeling of being worthy, loved, and appreciated by the significant people in the scholar
respondents’ lives like parents, and other members of the family, teachers, friends, and peers
contributed to their satisfaction. Pridefulness of friends and peers and the feeling of being
blessed were least identified as forms of their satisfaction. The former was congruent with
the high mean score of academic scholars to pride from others ( x
=4.10) which most likely
suggest the important role of pridefulness of friends and peers. The latter was a form of
recognition from above for those academic scholars who had great faith in the Almighty
God.
Reasons for choosing to be leader of the organization
Table 6 depicts the reasons given by the student leaders in choosing to become
leaders of the organizations. The primary reason identified was to serve their fellow students
by way of helping them with their problems and concern. This concession reflects the social
concern of the student leaders. Caring and helping other people were always their primary
concern and part of their goals as leaders.
Table 6. Reasons for choosing to be leader of the organization
Reasons For Being Leaders Frequency(N=85)
To serve my fellow students by helping them with their problems and concern 47
To improve/develop more my leadership skills 41
It is a good training that can prepare me to the real world outside the school 20
To inspire and influence other people to become competitive, helpful, cooperative 17
To develop my personality like gaining more confidence, expressing my ideas, and
establishing good relationship with others
13
Likewise, the belief that they are qualified, or have the capacity to be leaders, and by
becoming leaders will improve/develop more their leadership skills, was
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also identified as one of the reasons to lead certain organization. This statement shows the
social power of the student leaders where they got moderately high mean score ( x
=3.05).
This implies their strong desire to be leaders. In addition, to be a leader is a good training
that can prepare them to the real world outside the school. This satisfaction of the student
leaders reveals their sense of purpose not only on their school works but also on their task as
leaders. To develop their personality like gaining more confidence, expressing their ideas,
and establishing good relationship with others emerged as reasons for students to become
leader.
Satisfaction gained from being a leader
Self-fulfillment or self- satisfaction and enjoyment in helping their fellow students
emerged as the primary form of satisfaction gained from being a leader. More so, personality
development to become more socialized and responsible appeared to be a vital context of
their satisfaction. These fulfillments kicked in to their contribution to the development of
organization and the members. Recognition received by the student leaders from other
people regarding their good performance boosted their satisfaction. Lastly, trust gained from
the members of the organization was least satisfaction of being a leader. The assertion done
by the student leaders about their gained satisfaction from being a leader reflected the
different goals they pursued, primarily their social concern, extrinsic goal in the form of
recognition, and their task goal.
Table 7. Satisfaction gained from being a leader
Satisfaction Frequency (N=85)
Self-fulfillment/self- satisfaction and enjoyment in helping my fellow students 49
Development of personality (to become more socialized, and more responsible) 29
Contributed to the development of the organizations and the members 21
Recognition received from other people regarding my good performance 13
Gained more experiences and learned new things 6
Gained trust from the members of the organization 5
Established strong relationship with other people/organizations 4
*Multiple response
Conclusion
Student leaders were more likely influenced by their friends unlike the academic
scholars who were influencing their friends to excel in their studies. Students who got high
school grade average in high school tend to pursue mastery goals. These students were
intrinsically self-motivated and had the innate desire to master academic skills and exert
effort in their studies. Academic load was found having significant correlation with further
educational intention, school valuing, and a significant correlation with leave school. This
implies that those students who were enrolled in full load and overload have more
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desire to further their studies, value school highly, and have lesser intention of leaving
school. This finding is very apparent with their desire to finish their studies with the
prescribed number of years in their curricular program.
Confidence in facing other people was another source of satisfaction. This finding
was probably related to their economic status in life where academic scholars, who were hard
up, usually have confidence in facing other people regardless of their status. This statement
shows the social power of the student leaders. This implies their strong desire to be
leaders. Furthermore, to be a leader is a good training that can prepare them to the real
world outside the school. This satisfaction of the student leaders reveals their sense of
purpose not only on their school works but also on their task as leaders. To develop their
personality like gaining more confidence, expressing their ideas, and establishing good
relationship with others emerged as reasons for students to become leader.
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Biographical notes
ROSARIO F. QUICHO is an associate professor at Central Luzon State
University, Department of Education and Related Studies. She finished her Doctor of
Philosophy major in Development Education at the same institution where she is currently
affiliated handling professional education courses. She holds a Bachelor in Elementary
Education major in English (magna cum laude) and Master of Science in Educational
Psychology at Wesleyan University Philippines. Serving as coordinator of the graduate
program her research interest includes quantitative researches in student motivation and
classroom instruction. email: rfquicho@dotclsu.edu.ph,
mailto:rfquicho@dotclsu.edu.ph