Chapter 1 - 5

A COMPARATIVE STUDY ON THE…
Chapter I
THE PROBLEM
Introduction
The students of Bachelor of Science in Marine Transportation (BSMT) are the
prospective marine deck officers of the ship. The program aims to produce qualified
students which can supply the demands for the quality seafarers in the maritime industry.
Inter-Global College Foundation Inc. (IGCFI) is an institution of higher learning
which offers the BSMT program. It produces globally competitive graduates ready to
provide the growing demands of seafarers. The students who finished their academic
requirements and eligible for the cadetship which can able to put their theoretical
knowledge and technical skills into practice in the real situation for the preparation for
becoming the future officers of the ship. Nowadays, despite of the many globally
competitive students of IGCFI which can be assumed as motivated, there are still students
having difficulties in their professional career and development and sometimes result into
underemployment and unemployment. The difficulties in their professional career can be
traced from their academic performance which is an essential factor for having a refined
intellect that can help them to be developed in their career and from the motivations which
help them to become motivated.
Maritime education is an important contributor for an efficient shipping industry. In
order to respond to the growing demand for qualified seafarers in maritime community,
academic performance of the BSMT students is an essential factor for the maritime
industry as they are the prospective officers of the ship. However, the difference in the
level of the BSMT students and their behavior towards the chosen career to become goal-
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oriented depend mainly on the factors of their motivation. These factors stimulate desire
and energy in individual to be continually interested and committed to their profession, or
to make an effort to attain a goal. It also open or close several boundaries or even limit or
maximize the efficacy of the academic performance of the students which lead to optimistic
and pessimistic effects on their development and status in their professional career. These
motivational factors affecting the academic performance will reflect on the quality of the
BSMT students and serve as an important contributor for getting accepted in the different
shipping companies which requires qualified standards. The academic performance will
reflect on the level of the BSMT students and the factors of motivation will contribute for a
continuous development.
Students who are extrinsically motivated want good results such as high grades,
money, or recognition that particular activities and accomplishments may bring.
Essentially, they are motivated to perform a task as a means to an end, not as an end in
itself. Students who are intrinsically motivated may engage in an activity because it gives
them pleasure, helps them develop a skill they think is important for their professional
progress.
The aim of the study is to determine the factors affecting the extrinsic and intrinsic
motivations among the selected BSMT students of Inter-Global College Foundation Inc. on
how it affects their academic performance. This study was focused mainly on the
comparison of the factors that affect such behavior to become motivated in relation to the
academic performance of the BSMT students.
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The prospect of the study is to give an understanding on the factors that affects
the BSMT student’s behavior to become motivated which will lay down a strong foundation
for the continuation and development of their professional career.
Statement of the Problem
The main purpose of this study is to identify the perceived extrinsic and intrinsic
motivational factors of the selected BMST students of Inter-Global College of Foundation
Inc. during the A.Y. 2015 – 2016 and to make a comparison of the factors in relation to
their academic performance.
Specifically it sought answers to the following questions:
1) What is the demographic profile of the respondents in terms of:
1.1) Age;
1.2) Sex;
1.3) Family Income;
1.4) Year Level; and
1.5) Academic grades?
2) What are the extrinsic motivational factors affecting the academic performance of
the BSMT students of IGCFI in terms of:
2.1) Consequences and punishments;
2.2) Grades and Achievements;
2.3) Praise and Recognition;
2.4) Rewards; and
2.5) Family and Peer pressure?
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3) What are the intrinsic motivational factors affecting the academic performance of
the BSMT students of IGCFI in terms of:
3.1) Fun;
3.2) Autonomy or control;
3.3) Challenge;
3.4) Growth & skill development;
3.5) Competence;
3.6) Curiosity; and
3.7) Interest / value?
4) What are the differences of the extrinsic motivational factors between academic
subjects?
5) What are the differences of the intrinsic motivational factors between academic
subjects?
6) Is there any significant difference on the extrinsic and intrinsic motivational factors
in the academic performance when grouped according to their demographic
profile?
Hypothesis
1) There is no significant difference on the extrinsic and intrinsic motivational factors
in the academic performance when grouped according to their age, sex, family
income, and academic grades.
Theoretical Framework
Ormrod (2008) stated that not all forms of motivation have exactly the same
effects on human learning and performance. Learners who are extrinsically motivated may
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want the good grades, money, or recognition that particular activities and accomplishments
bring. Essentially, they are motivated to perform a task as a means to an end, not as an
end in itself. In contrast, learners who are intrinsically motivated may engage in an activity
because it gives them pleasure, helps them develop a skill they think is important, or
seems to be the ethically and morally right thing to do. Some learners with high levels of
intrinsic motivation become so focused on and absorbed in an activity that they lose track
of time and completely ignore other tasks or matter. (Excerpt from Educational Psychology
Developing Learners, by J.E. Ormrod, 2008 edition, p. 384-386.
(http://www.education.com/reference/article/motivation-affects-learning-behavior/)
Ayub (2010) stated that motivation types also affect performance of the students.
Intrinsic and extrinsic motivation effects on the achievements and goals of the student’s
performance. Highly intrinsically motivated students can simultaneously be extrinsic in
terms of future goal orientations. Furthermore, students who are intrinsically motivated to
persist longer, conquer more challenges, and demonstrate accomplishments in their
academic endeavors than those who are extrinsically motivated. Extrinsically motivated
students tend to focus on earning higher grades, obtaining rewards and acceptance from
peers.Ayub (2010) also suggest that when teachers are caring and supportive and
emphasize the teaching learning process over the performance outcomes, and when they
give feedback, children tend to be motivated to achieve and to expect success.
(http://www.academia.edu/2599275/)
Walberg and Bast (2014) stated that most experts recognize that reward systems
are especially valuable at the earliest ages to help students attain the habit of deferring
gratification. Failure to develop this habit can handicap learners for the rest of their lives.
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Students need rewards to engage in the difficult or tedious work of achieving automaticity,
another key step in learning progress. Without rewards, fewer students develop the drive
or grit needed to achieve high levels of skill. (This article is excerpted from Chapter 1, “The
Psychology of Motivation.”) (http://www.americanthinker.com/articles/2014/07/)
According to Stipek (2010) Student motivation is strongly affected by the nature of
instruction and the tasks given-for example, whether tasks are clear and at the appropriate
level of difficulty, and whether they involve active participation and are personally
meaningful. Students' motivation is also affected by the social context—for example,
whether students feel valued as human beings, are supported in their learning efforts by
the teacher and their peers, and whether they are allowed to make mistakes without being
humiliated. (Excerpt from Motivation to Learn: Integrating Theory and Practice, by D.
Stipek, 2002 edition, p. 14-18.) (http://www.education.com/reference/article/identifying-
motivation-problems/)
According to Deci & Ryan (2008). Self-determination theory (SDT) is an
empirically based theory of human motivation, development, and wellness. The theory
focuses on types, rather than just amount, of motivation, paying particular attention to
autonomous motivation, controlled motivation, and a motivation as predictors of
performance, relational, and well-being outcomes. It also addresses the social conditions
that enhance versus diminish these types of motivation, proposing and finding that the
degrees to which basic psychological needs for autonomy, competence, and relatedness
are supported versus thwarted affect both the type and strength of motivation. SDT also
examines people’s life goals or aspirations, showing differential relations of intrinsic versus
extrinsic life goals to performance and psychological health. In this introduction we also
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briefly discuss recent developments within SDT concerning mindfulness and vitality, and
highlight the applicability of SDT within applied domains, including work, relationships,
parenting, education, virtual environments, sport, sustainability, health care, and
psychotherapy.
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Research Paradigm
 Demographic profile of the respondents
 Extrinsic and intrinsic motivational factors affecting the
academic performance of the BSMT students of IGCFI
 Differences of the extrinsic and intrinsic motivational
factors between academic subjects

INPUT
 Significant difference on the extrinsic and intrinsic
motivational factors in the academic performance when
grouped according to their demographic profile
Development of a research instrument

PROCESS
and conduct of survey
To provide an awareness and understanding on the
factors of motivation that is beneficial for the stimulation of
the BSMT students of IGCFI for their continuous career

OUTPUT
development.
Fig. 1 Conceptual framework on the factors affecting extrinsic and intrinsic

motivation in relation to the academic performance of selected
BSMT students of IGCFI for the academic year 2015-2016
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The input involves the demographic profile of the respondents, the extrinsic and
intrinsic motivational factors affecting the academic performance of the BSMT students of the
IGCFI, then the differences of the extrinsic and intrinsic motivational factors between
academic subjects, and significant difference on the extrinsic and intrinsic motivational
factors in the academic performance when grouped according to their demographic profile.
The process of this research is to develop a research instrument and to conduct of survey.
The expected output is to provide an awareness and understanding on the factors of
motivation that is beneficial for the stimulation of the BSMT students of IGCFI for the
continuous career development.
Significance of the Study
The study is significant for the readers especially to the BSMT students to make
them aware on the factors that influence their motivation on academic performance which
has a great impact on their professional course as it reflects the quality of the students
which serve as a basis for qualifying some shipping companies. Having a good academic
performance paved for a good perspective of different shipping companies as it will make
them get the job easier.
To the Students of Bachelor of Science in Marine Transportation
The concern of the study is specifically related to the BSMT students as the study
will unravel and shed some light on the factors of their motivation which has a great impact
on their academic performance. In addition to the specified importance, it will make them
aware of the significance of the factors which is very relevant on the development and
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perspective on their professional career as they the prospective officers of the ship which
the factors of motivation is the key for stimulating their behavior to become goal-oriented.
To Inter-Global College Foundation Inc.
The sole respondents of the study are deriving from this higher educational
institution as it offers BSMT course, hence providing some advantages on conducting the
study. The progress of an institution solely depends on the efficacy of the students.
Conducting the study will make the students cognizant on the motivational factors affecting
the academic performance which is imperative for their professional growth and provides
establishment of desire to pursue. The positive outcome on the students reflects the good
quality service of the institution, hence providing some development of the institution as
well as to the optimistic perspective from the society, future students, and the maritime
authorities.
To the IGCFI Instructors
As study focuses on the factors of motivation affecting the academic performance
of the BSMT students, the study will become a helpful source that will aware them on
which factors affects the students. The instructors can manage on what teaching approach
will be helpful to the students to motivate the students more that will affects their academic
performance.
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To the Family of the BSMT Students
The study will aware them on what factors affects their children on the academic
performance. This will become a helpful piece on how they will motivate their children
more to become a successful seafarer in the future.
To the Future Researchers
The study will become useful reference for their study that will guide in the same
particular aspects. This study can be an additional source for their related studies.
Scope and Limitation
The study mainly focused on determining the factors affecting the extrinsic and
intrinsic motivation which affects the academic performance of the selected BSMT
students of IGCFI during the academic year 2015 – 2016 as well as the comparison of the
factors that affects such individual to become goal-oriented on their professional career.
The gathering from the respondents the essential data and information will be used to
determine those factors of motivations which affect their academic performance.
The study is specially premeditated for the IGCFI BSMT students, as it will give an
understanding on the factors of motivation that affects their academic performances.
Furthermore, it may supply a strong foundation for continuation and development of their
professional career.
The discussion of the study was limited only on the perceived motivational factors
affecting the academic performance of the BSMT students of IGCFI. In addition, the use of
the academic grades in the demographic profile will be used to determine the GWA and
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will limit only on the following subjects: Mathematics, English, and the maritime
professional subjects such as Navigation, Seamanship, Collision Regulation, Maritime
Communication, Basic Training, Maritime Law, Protection of Marine Environment, and
Meteorology and Oceanography which have been completed with respect to the
respondents. The GWA will be subdivided only into three groups, 1.00 – 1.99, 2.00 – 2.99,
and 3.00 – 3.99. It will not concern about any other relationship of the study which do not
respond to any query given on the statement or any questions which are also irrelevant.
In order to meet the goal of the research, the study targeted two hundred (200)
respondents who are BSMT students of Inter-Global College Foundation Inc. of Lucena
City.
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Definitions of Terms
The terms presented below are conceptually and operationally defined for better
understanding of the readers of the unfamiliar words.
Academic performance generally refers to how well a student is accomplishing his or her
tasks and studies
Bachelor of Science in Marine Transportation (BSMT) is a four year degree program in
the Philippines that train students in performing and fulfilling the duties and
responsibilities of a marine deck officer.
Cadetship is an employment arrangement in which an employer undertakes to subsidize
an employee’s formal training leading to certain qualifications, and in which the
employee is usually required to remain with the employer for a specified period
after completion of training
Extrinsic motivation is defined as motivation promoted by factors external to the
individualand unrelated to the task being performed.
Intrinsic motivation refers to motivation that comes from inside an individual rather than
from any external or outside rewards, such as money or grades.
Motivation refers to the general desire or willingness of someone to do something.
Self Determination Theory maintains and has provided empirical support for the
proposition that all human beings have fundamental psychological needs to be
competent, autonomous, and related to others.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter render the related literature and studies that will provide important
and vital information in order for the reader of this research to better identify with the study
is background framework and analytical tools on which the research will examine the
issue at hand- factors affecting the extrinsic and intrinsic motivation in relation to academic
performance. Literatures found in this chapter are in the form of books, journal, publication,
regulation laws, and news and commentary articles. Moreover, this chapter will provide
critiques of other researchers on the topic related to the topic at hand through their thesis,
dissertations, working paper, research paper, and unpublished works.
Related Literature
According Caesar, Cahoon, & Fei (2015) in attracting people to go into seafaring,
difficulty arises which provides limited ship officers. Issues such as poor working conditions
onboard ships and a negative image of the shipping industry are some of the negative
contributor. This study had highlighted the key issues that motivate people to become
seafarers in Australia. The perceptions of Australian ship officers with regards to issues
that incentivize them to continue working as seafarers are explored. The results in the
study is indicative of the unique aspects of the Australian shipping industry which is noted
for shorter voyage times, high salaries with a predominantly 1:1 work-to-leave ratio. The
study emphasized that if shipping industry employers in Australia want to ensure a steady
supply of ship officers in the future, a greater understanding of the factors motivating
people to become seafarers is required as well as the managing their expectations.
Therefore, more innovative recruitment methods with improved campaign messages are
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recommended to increase the number of young people attracted to a seafaring career.
(http://www.mastermariners2015.com.au/wp-c ontent/uploads/2015/04/Ceaser-Paper.pdf)
According to Feigenbaum (2015),most people have at some time been cajoled into
doing something, and most have done things for a reward. What is involved in these
situations is extrinsic motivation. Conventional psychological theory holds that people have
their own interior, or intrinsic motivations, such as love, happiness and self-worth. But they
are also motivated by factors outside themselves that for either positive or negative
reasons may cause them to take action. Businesses use many forms of extrinsic
motivation.
Financial Rewards are commissions, bonuses, stock options and employee stock
plans and are compensatory rewards used to motivate employees. Within the range of
extrinsic motivations, these are "carrots." The drive for money and success can often get
people's feet marching.
Praise and Recognition are some people aim to please. And nothing pleases them
more than receiving praise for their hard work. This extrinsic motivation is one of the
strongest, most common motivations in the workplace. Numerous studies show recognition
and praise contribute more to job satisfaction than financial incentives. Regularly delivering
sincere and genuine compliments is a strong extrinsic motivational method.
Peer Pressure for example, a teenager--and anyone who has been a teenager--
knows all about the power of groups as extrinsic motivating factors. The pressure to feel
accepted and valued can in fact be a motivator. Perhaps at some point it was a motivator
to try cigarettes. Or at work, it may be the reason people work their hardest--to keep up
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with their team--or why they take longer or shorter lunches. If the rest of the kids are doing
it.
In the presence of consequences and punishment, when the heat's on, many
people take action or step up their performance. Knowing the boss will be angry or their
job may be on the line is a reason many people get their work done. Is fear the best
motivational tool in the arsenal? Psychologists and management experts debate this. But it
is definitely an extrinsic motivation.
When it comes to examining intrinsic versus extrinsic motivation, psychologists in
the 1970s did a great deal of research and developed undermining theory. Undermining
theory states that using extrinsic motivations when people have intrinsic motivations to do
the same thing can cause dejection. In other words, giving a reward for something
someone wanted to do anyway -- or a punishment before the person has the opportunity to
do it -- undermines the person's original motivation.
Undermining theory argues rewards and punishments are not preferable to
allowing people’s own motivations to come out. This theory is still hotly debated in
behavioral psychology circles, but is sometimes used as an argument against motivation
via financial reward or workplace disciplinary systems.
(http://smallbusiness.chron.com/extrinsic-motivation-factors-1971.html)
According to Kendra (2015), intrinsic motivation refers to behavior that is driven by
internal rewards. In other words, the motivation to engage in a behavior arises from within
the individual because it is intrinsically rewarding. This contrasts with extrinsic motivation,
which involves engaging in a behavior in order to earn external rewards or avoid
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punishments. Coon & Mitterer (2010) as cited stated that intrinsic motivation occurs when
we act without any obvious external rewards. We simply enjoy an activity or see it as an
opportunity to explore, learn, and actualize our potentials. Brown (2007) as cited stated
that intrinsic motivation refers to the reason why we perform certain activities for inherent
satisfaction or pleasure; you might say performing one of these activities in reinforcing in-
and-of itself.
Researchers have discovered that offering external rewards for an already internally
rewarding activity can actually make the activity less intrinsically rewarding, a phenomenon
known as the over justification effect. Author Richard A Griggs in his text Psychology: A
Concise Introduction stated that with the addition of extrinsic reinforcement, the person
may perceive the task as over justified and then attempt to understand their true motivation
(extrinsic versus intrinsic) for engaging in the activity.
Experts also suggest that people are more creative when they are intrinsically
motivated. In work settings, productivity can be increased by using extrinsic rewards such
as bonuses, but the actual quality of the work performed is influenced by intrinsic factors. If
you are doing something that you find rewarding, interesting, and challenging, you are
more likely to come up with novel ideas and creative solutions.
Intrinsic motivation is an important topic in education, as teachers and instructional
designers strive to develop learning environments that are intrinsically rewarding.
Unfortunately, many traditional paradigms suggest that most students find learning boring
so they must be extrinsically goaded into educational activities. Malone and Lepper (1987)
suggest that this need not be the case and identify several different ways to make learning
environments that are intrinsically rewarding.
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Malone and Lepper define activities as intrinsically motivating if people engage in it for its
own sake, rather than in order to receive some external reward or avoid some external
punishment. The use of the words fun, interesting, captivating, enjoyable, and intrinsically
motivatingare interchangeably to describe such activities.
The factors that they identify as increasing intrinsic motivation the following:
challenge, in whichpeople are more motivated when they pursue goals that have personal
meaning, that relate to their self-esteem, when performance feedback is available, and
when attaining the goal is possible but not necessarily certain; curiosity, in which internal
motivation is increased when something in the physical environment grabs the individual's
attention (sensory curiosity) and when something about the activity stimulates the person
to want to learn more (cognitive curiosity); control,in which people want control over
themselves and their environments and want to determine what they pursue; cooperation
and competition, in which intrinsic motivation can be increased in situations where people
gain satisfaction from helping others and also in cases where they are able to compare
their own performance favorably to that of others; recognition, in which people enjoy
having their accomplishment recognized by others, which can increase internal motivation.
In has been stated in the citation of Kendra by Myers (2005) that unnecessary
rewards sometimes carry hidden costs. Most people think that offering tangible rewards
will boost anyone's interest in an activity. Actually, promising children a reward for a task
they already enjoy can backfire. In experiments, children promised a payoff for playing with
an interesting puzzle or toy later play with the toy less than do children who are not paid to
play.
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As stated by Horn (2008) as cited by Kendra that the functional significance, or
salience, of the event dictates whether intrinsic motivation is facilitated or diminished. For
example, an athlete may perceive receiving an external reward (e.g., money, trophy) as a
positive indicator of her sport competence (informational), whereas another athlete may
perceive the same reward as coercion to keep her involved in the activity (controlling).
Thus, the aspect of the event that is perceived as salient will determine level of autonomy
and perceived competence experienced, and ultimately affect intrinsic motivation for that
activity. (http://psychology.about.com/od/motivation/f/intrinsic-motivation.htm)
According to Weisser (2015). There are 7 primary intrinsic motivational factors.
Curiosity; challenge; cooperation;fun; fantasy; recognition; and control. Curiosity is
something in the physical environment attracts the learner's attention or there is an optimal
level of discrepancy between present knowledge or skills and what these could be if the
learner engaged in some activity. Challenge in which people are best motivated when they
are working toward personally meaningful goals whose attainment requires activity at a
continuously optimal (intermediate) level of difficulty Cooperation for learners who feel
satisfaction by helping others achieve their goals Fun is the thrill and excitement of doing
something for no logical reason except the true enjoyment of it. Fantasy is applied when
learners use mental images of things and situations that are not actually present to
stimulate their behavior. Recognition are for learners who feel satisfaction when others
recognize and appreciate their accomplishments. Control in which people have a basic
tendency to want to control what happens to them.
(https://list.ly/list/hK-the-7-primary-factors-of-intrinsic-motivation.html)
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According to Lai (2011), motivation refers to reasons that underlie behavior that is
characterized by willingness and volition. Intrinsic motivation is animated by personal
enjoyment, interest, or pleasure, whereas extrinsic motivation is governed by
reinforcement contingencies. Motivation involves a constellation of closely related beliefs,
perceptions, values, interests, and actions. Motivation within individuals tends to vary
across subject areas, and this domain specificity increases with age. Motivation in children
predicts motivation later in life, and the stability of this relationship strengthens with age.
Traditionally, educators consider intrinsic motivation to be more desirable and to result in
better learning outcomes than extrinsic motivation. In general, children appear to enter
school with high levels of intrinsic motivation, although motivation tends to decline as
children progress through school. Research suggests that motivation can be manipulated
through certain instructional practices, although studies demonstrate both positive and
negative effects. The use of rewards may either encourage or diminish motivation,
depending on the type of rewards and the context in which they are given. Teachers
should attempt to give students more autonomy or control over their own learning by
allowing them to make choices and use collaborative or cooperative learning approaches.
In addition, teachers should create a supportive classroom environment with respect to
goal structures, attributions, and external evaluation. There are several challenges to
assessing motivation, especially in children. Recommendations for eliciting evidence of
motivation for assessment purposes are made.
(images.pearsonassessments.com/images/.../Motivation_Review_final.pdf)
According to Ledford, Gerhart & Fang (2013) in his book entitled “Negative effects
of extrinsic rewards on intrinsic motivation: More Smoke than Fire”, motivation research
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makes a basic distinction between intrinsic and extrinsic motivation. In general,
researchers define intrinsic motivation as that which arises from performing the task.
An employee may feel motivated to perform the task because doing so gives that worker a
feeling of accomplishment, mastery and/or self-fulfillment. Extrinsic motivation, on the
other hand, comes from outside the individual, and results from the expectation of
receiving external rewards such as salary, benefits, incentives, promotions and recognition
in exchange for job performance. This means the tools of compensation and benefits
professionals are extrinsic rewards. These tools have the goals of enhancing extrinsic
motivation and increasing organizational performance. A recurring theme in the popular
management literature is that extrinsic rewards diminish intrinsic motivation, and this
problem is so serious that it can render extrinsic incentives for performance of any kind as
ineffective or even counterproductive. This claim has become so common- place that
many managers and employees assume that it is true and that it is proven by decades of
academic research. Two prominent commentators on rewards, Alfie Kohn and Daniel Pink,
have done much to popularize the claim of an undermining effect of extrinsic rewards,
relying on one-sided discussions of research to make the case. Kohn, a former
schoolteacher, authored a famous Harvard Business Review article titled, “Why Incentive
Plans Cannot Work” (Kohn 1993b). He states in his book that the bottom line is that any
approach that offers a reward for better performance is destined to be ineffective. He also
stated that the Possibility of the most compelling reason that incentive systems fail is that
extrinsic motivators not only are less effective than intrinsic motivation but actually reduce
intrinsic motivation. Furthermore, the more closely we tie compensation (or other rewards)
to performance, the more damage we do. Daniel Pink, a political speechwriter turned writer
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of best sellers, addressed rewards in “Drive” (Pink 2009). He listed “seven deadly flaws” of
extrinsic rewards, including, “They can extinguish intrinsic motivation” and “They can
diminish performance.” Such assertions are common- place in the management literature.
If extrinsic rewards have such negative effects on intrinsic motivation that they cannot be
effective, compensation and benefits is destined to be a miserable profession. Therefore,
the issue is of central importance to rewards professionals. However, this article shows
that extrinsic rewards do not undermine intrinsic motivation and effects on intrinsic
motivation do not render extrinsic rewards ineffective. Furthermore, focusing only on
intrinsic motivation is not a practical strategy for work organizations. Total motivation is a
function of external plus internal motivation, and extrinsic motivation cannot be ignored.
The authors first consider theories that bear on the impact of extrinsic rewards on intrinsic
motivation. Next, they will discuss a specific study by two of the authors to demonstrate
that extrinsic rewards can actually increase intrinsic motivation. The authors will broaden
the discussion by summarizing lessons from the extensive research on the effects of
extrinsic rewards on intrinsic motivation. Finally, the authors will draw some important
implications for practice. The Cognitive Evaluation Theory (CET) is by far the most
influential theory on this topic. Laboratory studies in the early 1970s indicated that under
certain conditions extrinsic rewards could decrease intrinsic motivation. Edward Deci and
his colleges (e.g., Deci and Ryan 1985) developed Cognitive Evaluation Theory to explain
the results. The theory specifies that psychological needs for autonomy and competence
underlie intrinsic motivation. Extrinsic rewards affect intrinsic motivation depending on how
recipients interpret them. If recipients believe that the rewards provide positive information
about their own competence and self- control over results, intrinsic motivation will increase.
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If recipients interpret the results as indicating external control, decreasing their feelings of
self-control and competence, intrinsic motivation decreases. Deci’s classic 1971 laboratory
experiment with college students illustrates the effect using Soma Puzzle cube. This was
interpreted as evidence that the extrinsic reward for the experimental group had
significantly reduced their intrinsic motivation to engage in the task. The theory predicts
that different types of rewards will, on average, have different effects. Task-non contingent
rewards, such as benefits, are based on something other than performing the task, such
as employment. The theory predicts that they will have no effect on intrinsic motivation
because they convey no information about competence or control. Task-contingent
rewards, such as salary, are given for doing or completing an activity. The theory predicts
that these will, in general, have a negative effect on intrinsic motivation because they will
be experienced as controlling. Finally, performance-contingent rewards, such as monetary
incentives, are given for performing an activity well, matching a performance standard or
exceeding a criterion. The theory predicts that these will be experienced as highly
controlling, thus diminishing intrinsic motivation, but the reward also conveys information
about competence that reduces the negative effect. Cognitive Evaluation Theory also
predicts that the social context will have important effects on intrinsic motivation.
Interpersonal pressure to perform is predicted to have negative effects; social cues can
have positive or negative effects depending on their messages about control and
competence; verbal rewards (positive feedback, praise) that are controlling are predicted
to undermine intrinsic motivation but verbal rewards that are informational (e.g., “you did
very well compared to others”) will have positive effects, as long as they are not
experienced as controlling. It is useful to reiterate that this theory indicates that extrinsic
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rewards can be administered in ways that have no effect or actually increase intrinsic
motivation. This is in contrast to strident claims in the popular business press that all
extrinsic rewards decrease intrinsic motivation. Over justification Effect uses a
psychological framework known as attribution theory. This perspective argues that people
make retrospective attributions about their own behavior based on what they did and the
social context in which their behavior occurred (Lepper, Greene, and Nisbett 1973). The
theory suggests that rewarding people for an interesting activity leads them to attribute
their behavior to the extrinsic reward rather than to their intrinsic interest in the activity.
Thus, intrinsic motivation is lower than if there were no extrinsic reward. Although the basis
for a negative effect of extrinsic rewards on intrinsic motivation is different in the Over
justification Effect and Cognitive Evaluation Theory, the theories are similar in many
respects. Both theories rest primarily on laboratory research by psychologists, both focus
on ways in which extrinsic rewards can undermine intrinsic motivation, and both make
similar predictions. However, Cognitive Evaluation Theory is more complete and influential.
The Over justification Effect has received much attention in the education field. The meta-
analysis relevant to this theory (Tang and Hall 1995) reviewed 50 studies, all of which used
students (from preschoolers to college students) as subjects. This presents a potential
problem for the Over justification Effect: employees who are used to being paid for their
work may respond differently to monetary rewards than the subjects of these studies. As
Deci et al. (1999) reported, negative effects on intrinsic motivation are more serious for
children than college students. They suggest (p.656) that this may be because “college
students have greater cognitive capacity for separating the informational and controlling
aspects of rewards and are more accustomed to operating with performance-goal
24
orientations, so they may be more ready to interpret rewards as indicators of their effective
performance than as controllers of their behavior.” The authors would speculate that such
differences are even greater between preschoolers and employed workers.
Self-Determination Theory Self-Determination Theory is a broad theory of
motivation in work organizations (Gagne and Deci 2005). It recognizes the limitations of
Cognitive Evaluation Theory in such settings, such as a reliance on laboratory studies, lack
of attention to differences in types of work and organizational climate. Self-Determination
Theory: distinguishes various types of motivational states; considers different
organizational conditions that may make extrinsic rewards more effective than intrinsic
rewards (for example, organizational climate and boring versus routine work); examines
individual differences in orientation toward intrinsic versus extrinsic motivation; and
discusses managerial behavior that can enhance intrinsic motivation. In short, the theory
maintains the predictions of Cognitive Evaluation Theory while expanding upon them to
indicate organizational conditions under which the predictions do not apply or are less
relevant in real-world settings.
General Interest Theory An outgrowth of work by Eisenberger, Pierce, and
Cameron (1999), the General Interest Theory criticizes the limitations of Cognitive
Evaluation Theory. General Interest Theory indicates that the content of tasks and the
context in which they are presented increase intrinsic motivation to the extent that they
indicate that performing the task helps satisfy needs, wants or desires. On the other hand,
task content and context reduce intrinsic motivation when they communicate that the task
is trivial or irrelevant or at odds with the individual’s needs, wants and desires. In this
formulation, rewards are one element of context. Rewards are important in this theory
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primarily because they have symbolic value. Rewards for performance can signal that
importance of achievement, that the individual is competent and that the task is important,
all of which increase intrinsic motivation. The theory suggests that personality and culture
affect intrinsic motivation by influencing needs and desires. For example, intrinsic
motivation is reinforced more in some organizational cultures than others, and some types
of people (e.g., those with high need for achievement) are more likely to feel intrinsic
motivation. This theory is important to rewards professionals because it makes the
opposite predictions of Cognitive Evaluation Theory concerning the use of incentives.
CET holds that performance-contingent rewards in general will be seen as controlling,
pressuring and stressful, and therefore will decrease intrinsic motivation. Plus, more
specific performance standards will be seen as even more controlling, further decreasing
intrinsic motivation. By contrast, General Interest Theory predicts that offering rewards for
performance enhances perceptions of competence, self-determination and good feelings
toward the context. Moreover, specific performance standards increase intrinsic motivation
more than vague standards. Rather than experiencing standards as stressful, striving for
the standard leads the individual to feel greater competence and self-control.
Motivation Crowding Theory integrates economic theories of monetary incentives
with psychological theories (Frey and Jegen 2001). Most economic theories emphasize
extrinsic incentives as causes of behavior and do not consider intrinsic motivation.
Motivation Crowding Theory assumes that extrinsic rewards “crowd out” intrinsic motivation
if individuals perceive the rewards to be controlling. However, rewards “crowd in” intrinsic
motivation if individuals perceive the rewards as supportive, which bolster self-esteem and
feelings of self-determination. Crowding out can have negative effects on performance that
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are not predicted by normal economic theories of incentives. For example, volunteers in
charitable organizations work less if they receive payment for their efforts, and tardiness in
day care centers increases if parents are fined for being late in dropping off their children.
In these cases, the reward signals that the person’s relationship with the organization has
been transformed from a personal choice into an economic arrangement. However, it is
important to note that the experience in volunteer organizations may not be relevant to
workplace settings where people expect to be paid for their work. Theories are important in
helping explain why a particular effect may occur and in what conditions the effect might
be expected. However, research is important in determining which theories are correct.
The article next turns to an example of field research on the topic before summarizing the
research literature more broadly.
According to Papalia& Olds (1998) in his book “Psychology” in the chapter of
“motivation and emotion”, motivation described as the force that energizes behavior, gives
direction to behavior, and underlies the tendency to persist. This definition of motivation
recognizes that in order to achieve goals, people must be sufficiently aroused and
energetic, must have a clear focus, and must be able and willing to commit their energy for
as long enough period of time to fulfill their aim.
Motivation is influenced by three kinds of factors- biological, learned, and cognitive. In
asking why people behave as they do, we need to look at each of these components.
According to Instinct theory, behaviors like instincts are genetically programmed,
inborn behaviors that occurs ion all members of species and require no learning. William
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McDougall believe that all behaviors were instinctive, developed long lists of instincts,
citing such traits as curiosity, gregariousness, and the care parents give their children.
In Opponent-process theory: sensory stimulation, human beings seem to need a
certain amount of stimulation. Were curious, we need to explore our environments, we
need to change our lives in some way on a fairly regular basis. This theory aims to explain
the process by which various stimuli affect the brain. Richard Solomon and his colleagues
propose that an initial state will be opposed by an opposite reaction in the central nervous
system that reduces the intensity of the first state. In other words, if something feels very
good, then, after long use, an unpleasant state will occur when the user stops taking it.
Cognitive theory; according to the cognitive approach, the way we respond to
events depends on how we respond to events depends on how we interpret them. The
second approach stresses the way we think about goals as a major motivating factor. A
third cognitive approach stresses the importance of expectations in motivating behavior.
This is an essential element in the concept locus of control. People who have internal
locus of control believe that they are responsible for what happens to them; people who
have an external locus of control believe that outside factors are responsible.
Each of the theories has something to offer, since motivation is multi-dimensional.
According to Ryan, Deci, Hoefen, et al (2015),people are centrally concerned
with motivation — how to move themselves or others to act. Everywhere, parents,
teachers, coaches, and managers struggle with how to motivate those that they mentor,
and individuals struggle to find energy, mobilize effort and persist at the tasks of life and
work. People are often moved by external factors such as reward systems, grades,
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evaluations, or the opinions they fear others might have of them. Yet just as frequently,
people are motivated from within, by interests, curiosity, care or abiding values. These
intrinsic motivations are not necessarily externally rewarded or supported, but nonetheless
they can sustain passions, creativity, and sustained efforts. The interplay between the
extrinsic forces acting on persons and the intrinsic motives and needs inherent in human
nature is the territory of Self-Determination Theory.
Self-Determination Theory (SDT) represents a broad framework for the study of
human motivation and personality. SDT articulates a meta-theory for framing motivational
studies, a formal theory that defines intrinsic and varied extrinsic sources of motivation,
and a description of the respective roles of intrinsic and types of extrinsic motivation in
cognitive and social development and in individual differences. Perhaps more importantly
SDT propositions also focus on how social and cultural factors facilitate or undermine
people’s sense of volition and initiative, in addition to their well-being and the quality of
their performance. Conditions supporting the individual’s experience of autonomy,
competence, and relatedness are argued to foster the most volitional and high quality
forms of motivation and engagement for activities, including enhanced performance,
persistence, and creativity. In addition SDT proposes that the degree to which any of these
three psychological needs is unsupported or thwarted within a social context will have a
robust detrimental impact on wellness in that setting.
The dynamics of psychological need support and need thwarting have been
studied within families, classrooms, teams, organizations, clinics, and cultures using
specific propositions detailed within SDT. The SDT framework thus has both broad and
behavior-specific implications for understanding practices and structures that enhance
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versus diminish need satisfaction and the full functioning that follows from it. These many
implications are best revealed by the varied papers listed on this website, which range
from basic research on motivational micro-processes to applied clinical trials aiming at
population outcomes.
SDT is an organismic dialectical approach. It begins with the assumption that people are
active organisms, with evolved tendencies toward growing, mastering ambient challenges,
and integrating new experiences into a coherent sense of self. These natural
developmental tendencies do not, however, operate automatically, but instead require
ongoing social nutriments and supports. That is, the social context can either support or
thwart the natural tendencies toward active engagement and psychological growth, or it
can catalyze lack of integration, defense, and fulfillment of need-substitutes. Thus, it is the
dialectic between the active organism and the social context that is the basis for SDT’s
predictions about behavior, experience, and development.
Within SDT, the nutriments for healthy development and functioning are specified
using the concept of basic psychological needs for autonomy, competence, and
relatedness. To the extent that the needs are ongoing satisfied people will develop and
function effectively and experience wellness, but to the extent that they are thwarted,
people more likely evidence ill-being and non-optimal functioning. The darker sides of
human behavior and experience, such as certain types of psychopathology, prejudice, and
aggression are understood in terms of reactions to basic needs having been thwarted,
either developmentally or proximally.
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Formally SDT comprises six mini-theories, each of which was developed to
explain a set of motivationally based phenomena that emerged from laboratory and field
research. Each, therefore, addresses one facet of motivation or personality functioning.
Cognitive Evaluation Theory (CET) concerns intrinsic motivation, motivation that is
based on the satisfactions of behaving “for its own sake.” Prototypes of intrinsic motivation
are children’s exploration and play, but intrinsic motivation is a lifelong creative wellspring.
CET specifically addresses the effects of social contexts on intrinsic motivation, or how
factors such as rewards, interpersonal controls, and ego-involvements impact intrinsic
motivation and interest. CET highlights the critical roles played by competence and
autonomy supports in fostering intrinsic motivation, which is critical in education, arts,
sport, and many other domains.
The second mini-theory, Organismic Integration Theory (OIT), addresses the topic
of extrinsic motivation in its various forms, with their properties, determinants, and
consequences. Broadly speaking extrinsic motivation is behavior that is instrumental—that
aims toward outcomes extrinsic to the behavior itself. Yet there are distinct forms of
instrumentality, which include external regulation, introjection, identification, and
integration. These subtypes of extrinsic motivation are seen as falling along a continuum
of internalization. The more internalized the extrinsic motivation the more autonomous the
person will be when enacting the behaviors. OIT is further concerned with social contexts
that enhance or forestall internalization—that is, with what conduces toward people either
resisting, partially adopting, or deeply internalizing values, goals, or belief systems. OIT
particularly highlights supports for autonomy and relatedness as critical to internalization.
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Causality Orientations Theory (COT), the third mini-theory, describes individual
differences in people’s tendencies to orient toward environments and regulate behavior in
various ways. COT describes and assesses three types of causality orientations: the
autonomy orientation in which persons act out of interest in and valuing of what is
occurring; the control orientation in which the focus is on rewards, gains, and approval;
and the impersonal or amotivated orientation characterized by anxiety concerning
competence.
Fourth, Basic Psychological Needs Theory (BPNT) elaborates the concept of
evolved psychological needs and their relations to psychological health and well-being.
BPNT argues that psychological well-being and optimal functioning is predicated on
autonomy, competence, and relatedness. Therefore, contexts that support versus thwart
these needs should invariantly impact wellness. The theory argues that all three needs are
essential and that if any is thwarted there will be distinct functional costs. Because basic
needs are universal aspects of functioning, BPNT looks at cross-developmental and cross-
cultural settings for validation and refinements.
The fifth mini-theory, Goal Contents Theory (GCT), grows out of the distinctions
between intrinsic and extrinsic goals and their impact on motivation and wellness. Goals
are seen as differentially affording basic need satisfactions and are thus differentially
associated with well-being. Extrinsic goals such as financial success, appearance, and
popularity/fame have been specifically contrasted with intrinsic goals such as community,
close relationships, and personal growth, with the former more likely associated with lower
wellness and greater ill-being.
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Relatedness, which has to do with the development and maintenance of close
personal relationships such as best friends and romantic partners as well as belonging to
groups, is one of the three basic psychological needs. Relationships Motivation Theory
(RMT), the sixth mini-theory, is concerned with these and other relationships, and posits
that some amount of such interactions is not only desirable for most people but is in fact
essential for their adjustment and well-being because the relationships provide satisfaction
of the need for relatedness. However, research shows that not only is the relatedness
need satisfied in high-quality relationships, but the autonomy need and to a lesser degree
the competence need are also satisfied. Indeed, the highest quality personal relationships
are ones in which each partner supports the autonomy, competence, and relatedness
needs of the other.
In addition to formal theory development, research has applied SDT in many
domains including education, organizations, sport and physical activity, religion, health and
medicine, parenting, virtual environments and media, close relationships, and
psychotherapy. Across these domains research has looked at how controlling versus
autonomy-supportive environments impact functioning and wellness, as well as
performance and persistence. In addition, supports for relatedness and competence are
seen as interactive with volitional supports in fostering engagement and value within
specific settings, and within domains of activity. This body of applied research has led to
considerable specification of techniques, including goal structures and ways of
communicating that have proven effective at promoting maintained, volitional motivation.
By focusing on the fundamental psychological tendencies toward intrinsic
motivation and integration, SDT occupies a unique position in psychology, as it addresses
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not only the central questions of why people do what they do, but also the costs and
benefits of various ways of socially regulating or promoting behavior. Overviews of the
theory can be found in Ryan and Deci (2000) and in Deci and Ryan (1985, 2000), as well
as numerous other articles and chapters identified on this website.
(http://www.selfdeterminationtheory.org/theory/)
According to Kahayon& Aquino (1975) in their book entitled “General Psychology”
within the chapter of “motivated and emotional behavior”, motivation is the hypothetical
concept that stands for underlying force impelling behavior and giving it direction. It implies
active, integrated and directed behavior. When we speak of motivation therefore, we may
refer both to the energy expended in goal- seeking or to the internal or external factors
which help initiate and maintain organized effort. Motives can be conceived as
predispositions towards certain kinds of behaviors which have developed within the
individual as a result of relative success of his varied attempts at satisfying his needs.
There are common implications in the terminology of motivation whether we speak of it as
motive, drive, need, impulse, wish, want, id or valence. There is the implied existence of a
force, of some degree of intensity that activates and arouses behavior. The object or goal
of this force defines its direction. The pattern of goal- directed behavior can be translated
in terms of need, drive and incentives. These represent steps or patterns in the
motivational cycle. A need, has been defined by motivation theorists as bodily deficit like
lack of food, or a state of deprivation such as lack of oxygen. Drives are states of
uncomfortable tension that spurs actively until a goal or incentive is reached. Drives then
are psychological representations of need, i.e. whenever an individual has a need for
something, he becomes tense. This tension is often referred to as a drive. Goal or
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incentive, is the objective (a condition or state) which the motivated organism seeks to
attain in order to satisfy some need. The incentive then reduces the drive and satisfies the
need and makes the organism less tense. Thus, a hungry person will seek food which is
the goal.
The functions of motives are it activates the individual, it leads, guides and
regulates behavior towards an incentive so that action is directed towards a goal and it
determines which responses will satisfy the needs and lead to the incentive.
The kinds of motives discussed in this chapter are the physiological,
psychological, and conscious versus unconscious motives. The physiological motives
includes the following needs; the needs for food, water, sleep and rest, need for activity,
need for shelter and proper temperature, sex needs, pain drives and maternal drives. The
psychological motives also called universal motives includes the needs for affection or to
belong, need for achievement, self- esteem, social-recognition (mastery motives) and the
need for independence. Conscious versus unconscious motives, the conscious motives
refer to those feelings and thoughts within the awareness of the individual while
unconscious motives are those which the individual is unable to symbolize into thoughts
and feelings.
The incentive is defined as the object that will reduce the drive by satisfying the
need i.e. when an organism lacks water (need) he feels thirsty. There is a state of tension
and discomfort (drive) and hence, it goes to seek water (incentive). The goal of motivated
behavior therefore is the incentive. The classification of incentives can be intrinsic and
extrinsic. Intrinsic, to be found in the activity itself, i.e. wanting to study for the pleasure one
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gets in mental involvement while extrinsic, not found within but out of the activity, i.e.
buying a uniform because it is the imposed school regulation to wear one and not because
one really likes the uniform. This is also illustrated in supplementary rewards given to the
child in order that he will maintain good study habits. In some cases, both intrinsic and
extrinsic incentives may occur in one act i.e. enjoying driving and liking to be paid for doing
it too. Other classifies incentives according to positive and negative. Positive, those that
reduce drives by satisfying a need and those that lead behavior towards it regardless of
whether it satisfies a need or not while negative, any object or circumstance which drives
behavior away from itself.
This also discussed behavior versus motives. Behavior however, is not something
to be interpreted singly on a one-to-one basis because one manifested behavior may
actually be due to ramification of motives. Thus, impossibility has been summarized by
Hilgard in this manner that the way motives are expressed is not the same in every person
nor in every culture, the same motive may be indicated through different behavior, different
motives may be shown through like behavior and manifested behavior may be
representative of an unconscious motive.
According to Sanchez, Abad &Jao (1996) in their book entitled “General
Psychology” within the chapter called “motivation”, the term motivation must go beyond a
mere description of behavior of goals. Munn, et.al. (1974) interprets motivation as “a term
referring to activation from within the organism; that is usually referred to the
characteristics of a person, such as interests, aspirations, and physiological states, which
prompt behavior.” Motivation starts when a person perceives a need that must be satisfied.
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This perception occurs when some form of stimulus attracts a person’s attention to the
need. When the person perceives the need, he is motivated to act in order to satisfy it.
The classification of motives categorized by Hilgard into survival motives, social,
and eco-integrative motives. Other behavioral scientists classify motives as biological or
psychological and personal motives. The physiological motives are those directly related to
normal body functions. They tend to become the strongest of all human motives when
satisfaction is delayed or seriously blocked because they are directly related to body health
and well-being are necessary for the preservation of the individual. It includes hunger,
thirst, recovery from fatigue, maintenance of temperature normalcy, maintaining proper
elimination, and avoidance of pain. The psychological motives or social motives, is that
which arises as a result of interaction with other people. The so-called motives
substantially depend on social groups and concern social dominance, conformity to
societal norms (fads, fashions, customs and mores), and obedience to authority. It
includes affectional drive, need for security and safety, sex urge, the need for affiliation,
gregariousness, dependency, and social approval. The eco- integrative motives or
personal motives. Human beings have personal motives which must be satisfied. These
are motives built around the “self”. They have to do with the individual’s need for self-
respect, self-esteem, the desire for prestige and status in the eyes of others, or the desire
for power. The personal motives or ego-integrative motives are recognition, the power
drive, achievement drive, autonomy, and defensiveness drive.
The theories of motivation includes theory of sequential development,
psychoanalytic theory, principles governing human behavior, superiority and inferiority
theory, need theory and the theory of functional autonomy of motives. The theory of
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sequential development, which is the organization of basic needs described by Abraham
Maslow. He presents five level arranged in a hierarchy. Arranged from lowest to highest
levels, they are the self- actualization needs (or needs fir self- fulfillment, need to develop
one’s potentialities to the fullest), esteem and prestige needs (recognition, self- respect,
honor), belongingness and love needs (affection, affiliation, identification), safety and
security needs (stability, security, order) and the physiological needs (hunger, oxygen and
thirst). The theory explains why people are likely to be motivated most strongly by what
they do not have. Workers still on the job can lower their self- respect in order to satisfy the
desire to be accepted as one of the crowd, which has higher priority in the system of
human motivation.
The psychoanalytic theory, by Sigmund Freud, also known as father of
Psychoanalysis, he considers personality to have three structures the Id, the Ego, and the
superego. The id is the amoral part of personality. It is primitive and unconscious, it is the
savage, animalistic nature of man such as the sex drive and the urge to destroy. The id
would seek immediate satisfaction for those motives as they arise without regard for moral
standards of right and wrong. The id is the pleasure seeking personality. The ego consists
of ways of behaving and thinking that are socially acceptable. It is sometimes called the
“self”. It delays the satisfaction of the id and channels the libido into socially approved
outlets. This is partly unconscious because it is in communication with the id. It works on
the so-called reality principle. The ego functions as the executive with veto powers of all
that the id attempts to energize in seeking fulfillment of its desires. But sometimes the id
rules and so the ego fails. The superego corresponds to what is commonly referred to as
conscience. It is the moral part of personality. It consists of restraint, it represents the ideal
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rather than the real. Its main concern is to decide whether something is right or wrong so
that it can act in accordance with the moral standards authorized by the agents of society.
The superego therefore is the personality structure that strives for perfection rather than for
pleasure. The principles governing human behavior, from the point of view of Freud, the
principles are the pleasure principle, the reality principle, the tension-reduction principle,
the polarity or duality principle, and the repetition-compulsion principle.
Superiority and inferiority theories, both these theories were advanced by Alfred
Adler, but who later on rejected the theory of psychoanalysis. Inferiority principle, Adler
believes than man is born into the world feeling incomplete and unfulfilled, with a deep
sense of inferiority. Most of humanity wants to go beyond where it is, but once having
attained a desired goal, one has only a temporary feeling of satisfaction and success.
Superiority principle, man according to Adler, wishes to be superior and his superiority
wishes grow out of feelings of being inadequate or inferior. To Adler, there is only one
drive, and that is the desire for superiority. Superiority doesn’t mean power over men, but
that each human being is striving to be superior within himself and not necessarily in
competition with other men.
Need theory, this theory was advanced by Henry Murray, who constructed a
projected test known as Thematic Apperception Test (TAT) to measure the psychological
needs of man. He was able to identify 20 needs which he believes are present in almost
every individual although they may vary in strength and intensity. Some of these needs are
the need for achievement, affiliation, aggression, autonomy, dependence, dominance,
exhibition, avoidance, succorance etc. He defines need as a construct which stands for a
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force in the brain region, a force which organizes perception, intellection, and action in
such a way as to transform in a certain direction an existing, unsatisfying situation.
Theory of functional autonomy of motives, this theory was advanced by Gordon
Allport who states that the motives of a person develop in his attempt to satisfy their
motives, continue to function automatically, despite the absence of further reinforcement of
physiological conditions originally responsible for them.
According to Tria, Gaerlan, &Limpingco (2012) in their book entitled “General
psychology (6th edition) in the chapter of “Drives and motivations”, the terms motive and
drive both generally refer to any internal stimulus condition of the organism that impels it to
activity. While the words used to describe motivations, like need, urges, impulses, desires,
goals, or purpose, refer to the circumstances that energize behavior and give it direction.
Motivation comes from the Latin word “movere” or move. Drew Western defined
motivation as the driving force behind behavior that leads us to pursue some things and
avoid others. With the exception of the simple reflexes, all human behavior is motivated.
The main aspects of motivated behavior are present: the activating/energizing and
the directional. The activating/energizing aspect produces a state of readiness for
behavior. The directional is geared towards the achievement of a goal, reward, or
incentive. The behavior changes when the goal is reached. Then, new motives and
behavior patterns are acquired.
Biological motives or physiological drives (inborn) are associated with bodily needs
that produce a restless activity which continues until tissues needs are satisfied. These
include hunger, thirst, sex, the need for air, rest, escape of pain, and need to eliminate
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waste. Clark Hull’s (1884-1952) Drive Reduction Theory derived from the concept of
homeostasis.
Psychosocial Motives are needs acquired and learned from the past experiences.
They result from the learning in which symbolic reward or a punishment becomes
increasingly important in directing behavior. New goals or values are acquired as one
matures. They may be formed as a result of social pressure in many cultures. Environment
and social norms affect the development of psychosocial needs and satisfactions.
Example of this can be affiliation, dependency, social approval, status, security, and
power.
Complex motives are secondary goals/drives connected in adverse ways in the
satisfaction of a single goal. Situations may also satisfy his/her affectional drives. The
things he/she learned to do originally satisfy his needs now satisfy other goals.
GaldonAllport (1897-1967) called this the Functional Autonomy of Motive.
Unconscious motives which are the individual is not aware of their goals and
consequently, unable to explain why they seek them. Sigmund Freud introduced the term
“repression” to explain the “active forgetting” of unpleasant memories. Through repression,
unpleasant memories are kept from the consciousness, yet these memories may continue
to motivate strongly. But not all unconscious motivation stems from repression. Many
motives remain unconscious because they have no way of entering our awareness.
The behavior theory, formulated by Whiting and Child (1953) as cited by Tria,
Gaerlan, &Limpingco (2012), stated that a few basic motives acquired in early infancy
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proliferate into the behavior system in the later life. Many kinds of behavior are influenced
by the motive of stimulus- response relationships and learning (habit formation).
The theory of unconscious motivation originated from Freud and psychoanalysis.
Unconscious motives are manifested in the form of dreams, mannerisms, lips of the
tongue, and symptoms of neurosis.
The cognitive theory of motivation, formulated by John W. Atkinson (1964) as also
cited by the researchers. According to this theory, goals control behavior. Some persons
are highly motivated by hope of success, while others by far of failure. Depending on the
task, a person’s motivation is expressed a motivational disposition, incentive, and
expectation.
It was also cited in this literature about the Theory of human motivation, (1943).
Abraham Maslow (1908-1970) arranged human need in a hierarchy from stronger and
lower to weaker and higher. Thus, when needs on the lower level are fulfilled, those on the
higher level emerge and demand satisfaction. The first need is the physiological, followed
by safety needs, belongingness and love need, esteem needs, self-actualization needs,
cognitive, then esthetic needs.
Alderfer’s Erg Theory by Clayton Alderfer which identified three sets of needs:
existence, relatedness, and growth.
The Drive reduction theory of Clark Hull asserts that a living organism have a
certain biological needs that must be met if they are to survive.
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The arousal theory refers to a person’s state of alertness and mental and physical
activation. According to the Yerkes Dodson Law, there is a close link between arousal and
performance. Performance of a task is best when arousal level is appropriate to the difficult
task.
According to Usher &Kober (2012) in their book entitled “Student motivation— an
overlooked piece of school reform”, almost everyone knows someone who overcame early
hardships to achieve an impressive level of success in school and later life. Most of
individual also know young people with great early promise who were lackadaisical
students and floundered after leaving school. Often the crucial factor that accounts for
cases like these is the students’ own motivation to learn.
Motivation is a central part of a student’s educational experience from preschool
onward, but it is has received scant attention amid an education reform agenda focused
mainly on accountability, standards and tests, teacher quality, and school management.
Motivation can affect how students approach school in general, how they relate to
teachers, how much time and effort they devote to their studies, how much support they
seek when they’re struggling, how they perform on tests, and many other aspects of
education. If students aren’t motivated, it is difficult, if not impossible, to improve their
academic achievement, no matter how good the teacher, curriculum or school is.
Moreover, unmotivated students can disengage other students from academics, which can
affect the environment of an entire classroom or school.
Higher motivation to learn has been linked not only to better academic
performance, but to greater conceptual understanding, satisfaction with school, self-

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esteem, social adjustment, and school completion rates. Motivation often declines as
students’ progress from elementary through high school. Upwards of 40% of high school
students are disengaged from learning, are inattentive, exert little effort on school work,
and report being bored in school, according to a 2004 analysis by the National Research
Council. The lack of motivation has serious consequences. For example, in a 2006
survey exploring why students dropped out of school, 70% of high school dropouts said
they were unmotivated (Bridgeland, DiIulio& Morison, 2006).
Motivation is difficult to define and measure, but scholars generally recognize two
major types of motivation: intrinsic and extrinsic. Intrinsic motivation is the desire to do or
achieve something because one truly wants to and takes pleasure or sees value in doing
so. Extrinsic motivation is the desire to do or achieve something not so much for the
enjoyment of the activity itself, but because it will produce a certain result. The difference
between the two is more like a spectrum than a divide; any action can be motivated by a
combination of intrinsic and extrinsic factors, and the same person may be motivated
differently in different contexts.
Students’ beliefs can affect their motivation. For example, students who believe
they have a limited capacity to learn or feel they are unlikely to succeed often have
problems with motivation. In a similar vein, students who conceptualize intelligence as a
fixed quantity that one either has or doesn’t have tend to be less motivated than students
who view knowledge as something that can change and grow.
Researchers generally agree on four major dimensions that contribute to student
motivation, shown in the box below. At least one of these dimensions must be satisfied for
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a student to be motivated. The more dimensions that are met, and the more strongly they
are met, the greater the motivation will be.
The interplay of these dimensions along with other dynamics such as school
climate and home environment is quite complex and varies not only among different
students but also within the same student in different situations. Still, this basic framework
can be helpful in designing or analyzing the impact of various strategies to increase
students’ motivation.
The dimension of motivations are competence; control/ autonomy; interest/ value;
and relatedness. Competence can be describe by an individual who believes he or she
has the ability to complete the task. Control/autonomy in which the student feels in control
by seeing a direct link between his or her actions and an outcome and retains autonomy
by having some choice about whether or how to undertake the task. Interest/value is when
the student has some interest in the task or sees the value of completing it. Relatedness is
when completing the task brings the student social rewards, such as a sense of belonging
to a classroom or other desired social group or approval from a person of social
importance to the student.
Some schools and districts have sought to motivate students to work harder by providing
them with money or other rewards. Examples include programs that give cash to students
for earning good grades, reading books, attending after-school study sessions,
demonstrating good attendance and behavior, or attaining a passing score or higher score
on an important exam. Examples of non-cash rewards include giving cell- phones and
phone minutes to students for good behavior, test scores, attendance, or homework
45
completion; giving pizza coupons to students who make good grades; or awarding
students who make the honor roll with certificates they can use for special privileges like
an early release from school. This concept of providing rewards as motivation is
controversial, and the results of these programs are mixed, or in some cases
unevaluated.
Proponents of using rewards to motivate students contend that these programs
can help bring balance to an educational system that expects students to exert effort up
front for the promise of rewards that are delayed or difficult to grasp. Moreover, some
proponents note, rewards have long been a part of education (think gold stars) and can
help level the playing field for low-income students whose parents lack the means to offer
them incentives for academic success. Some advocates argue that pursuing a reward can
change students’ behaviors in positive ways for the duration of the reward program and
perhaps after the reward ends. Others point out that rewards may be the only way to
motivate students to apply themselves to tasks that have no value to them, such as taking
standardized tests that have no consequences for students but are important for their
school.
Many opponents, for their part, contend that rewarding students for desirable
behavior runs counter to the true goal of education, which should be to develop students’
curiosity and intrinsic love of learning. Some argue that when the reward program ends,
students no longer have a reason to continue their behavior. Rewarding performance is
unfair, some opponents say, because students who are naturally talented will easily earn
rewards, while less talented students may try hard but still not qualify for a reward. Some
46
opponents also point to evidence suggesting that extrinsic rewards can encourage a
compliance mentality and decrease intrinsic motivation.
In general, studies of reward programs have shown mixed results. For example, a
comprehensive study by Harvard economist Ronald Fryer (2011) of differently structured
reward programs in four cities found very different outcomes, depending on which
behaviors were rewarded and how the programs were designed. Paying students to
increase their test scores produced no improvements in test scores or grades, in part
because students had little knowledge of how to control their test scores. Paying students
for reading books and taking a corresponding quiz produced the best results a dramatic
rise in standardized test scores which continued at about half the rate of gain in the year
after the program ended. This latter program targeted the youngest students and paid
them for something entirely within their control.
Another study (Raymond, 2008) looked at a diverse group of reward programs in
186 charter schools; the specific rewards and program designs varied, but most of the
programs rewarded a combination of academic outcomes and behaviors. The only stable
and consistent positive effect across programs was an increase in reading achievement.
The most successful reward systems, this study concluded, used near- continuous
assessments of behavior, applied rules consistently, had strong alignment among school
personnel, and rewarded behaviors that were under students’ control.
Other studies have also found test score gains in reading for students participating
in reward programs. Some reward programs have also yielded improvements for some
47
participants in scores on college entrance exams or other standardized tests, although
these gains were mostly small, and there is little evidence that they were sustained in the
long-term. Few studies have followed the effects on students for years after a reward
program ends.
On the whole, research shows that reward programs can have positive effects if
they are implemented thoughtfully, carefully, and within a set of guidelines, and if they
address the four dimensions of motivation mentioned above. For example, rewarding
students for mastery of a discrete task, skill, or subject, such as reading a book or solving
a problem, works better than rewarding them for performance, such as reaching a certain
benchmark on a test. Rewarding specific actions that students can control, such as
completing homework, yields better results than rewarding accomplishments that may
seem beyond their reach or out of their control, such as whether they earn an A grade.
Rewards that are too large can be counterproductive because students may feel pressured
into taking part.
At the same time, poorly designed reward programs can actually decrease
motivation if they are targeted at the wrong students, do not build on the four dimensions
of motivation, or are implemented ineffectively. Mark Lepper and colleagues found that
students who were rewarded for drawing drew more often, but when the reward was
removed, they drew less often than they originally had and were less likely to do so purely
for pleasure later (Lepper, 1973). Other studies have similarly found that rewarding
students for activities they inherently enjoy can decrease motivation. Finally, students who
were given a financial reward for solving a series of problems had a more difficult time
48
when they had to solve problems that required a different strategy, suggesting the reward
had undermined their “cognitive flexibility” (Rigby et al., 1992).
Students who are not motivated by love of learning alone may do better in school if
they can see learning as a gateway to something else they value. Research suggests that
goals can help motivate students to work harder if certain conditions are present. The goal
should be realistic, achievable, and education- dependent. The goal should be suggested,
or at least embraced, by the student, and the student must be able to see a clear path for
attaining the goal. It also helps if the goal is supported by people important to the student.
Mastery-based goals, which involve demonstrating increased understanding,
skills, and content knowledge, are preferable to performance-based goals, which involve
reaching a pre-defined level of performance or outperforming others. Goals can actually
undermine motivation, however, if they are too difficult, or if students feel that a goal has
been imposed on them or that failing to meet it would have dire consequences.
Two common goals in education—passing assessments and getting into college—
provide a useful lens for examining motivation.
Most assessments appeal to students’ extrinsic rather than intrinsic motivation.
Some assessments provide direct extrinsic goals for students, such as passing a course or
gaining admission to a competitive college. Other assessments, particularly those used for
school accountability, provide extrinsic goals for teachers and administrators, who may
pass along the pressure of these goals to students. There are high-stakes and low-stakes
49
assessments, as well as classroom and external assessments that together comprise a
continuum of motivation.
Assessments with high stakes for students—from a classroom test that counts for
a major portion of a course grade to an external state exit exam that students must pass to
graduate from high school—are generally considered more motivating than those with low
stakes or no stakes, but this is not always clear-cut. While high-stakes assessments do
spur some students to work harder, they can have a negative effect on the motivation of
other students by evoking anxiety, frustration, or fear of failure. And while some
instructional practices used to prepare students for high-stakes external assessments,
such as providing extra help for low-achieving students, would generally be considered
positive, other types could decrease students’ interest and motivation. Examples of the
latter type include the elimination of interesting and valuable content to make more time to
teach material likely to be tested or an excessive emphasis on drill-and-practice
instruction.
As currently implemented, most high-stakes assessments encourage a
performance-based mindset rather than the more motivating mastery-based mindset. Of
course, assessments serve other useful purposes, such as providing information about
how well students are learning and which students need help. But if assessments are to be
used as a motivational tool, it’s important to consider which types of assessments can
provide useful information about students’ learning and are aligned most closely with the
key dimensions of motivation discussed above. Motivational theory suggests that
assessments that reward growth and effort encourage a mastery-based mindset and
50
therefore have a stronger motivational effect. More frequent assessments that start with
easier goals and gradually increase in difficulty can build students’ competence and sense
of control, as can opportunities for students to demonstrate their knowledge with
performance tasks or low-stakes tests before taking an assessment that counts.
Many studies have documented the strong relationship between family
background factors, such as income and parents’ educational levels, and student
achievement, and the positive impact of parent involvement on achievement. A much
smaller body of research looks specifically at how various family background and cultural
factors, as well parents’ attitudes and actions, can affect children’s motivation to learn and
succeed in school.
Parents who are actively involved in their children’s education and provide a
stimulating learning environment at home can help their children develop feelings of
competence, control, curiosity, and positive attitudes about academics, according to
various studies. Reading to children, talking with children about what they read, interacting
with children about academics, and celebrating moments of intellectual discovery are
among the activities that promote achievement and motivation.
Parents’ beliefs and expectations also appear to strongly influence children’s
motivation. For example, parents who hold high expectations for their children’s learning,
believe in their children’s competence, expose them to new experiences, and encourage
curiosity, persistence, and problem-solving can help their children develop an intrinsic
motivation to learn. By contrast, parents who are controlling, use rewards and punishments
for academic performance, or display negativity or anger about academics can discourage
51
children from developing intrinsic motivation. Some parental actions, such as praising
children’s intelligence rather than their mastery of knowledge and skills, can send a
message that intelligence is a fixed attribute—a belief that can lead children to avoid
challenges or fear failure.
Creating a home environment that nurtures motivation involves effort for any
parent, but it can be especially problematic for socioeconomically disadvantaged
families—those with limited financial resources, low educational levels, single-parent
homes, and other stresses. Much attention has been devoted to achievement gaps
between students from low-income and higher-income families, and between students of
different racial/ethnic backgrounds. Similar gaps have also been found between
disadvantaged and advantaged children in non-cognitive or “soft” skills that are critical to
success in school and later life—including motivation, self-regulation, and self- esteem, as
well as the abilities to work with others, focus on tasks, and defer gratification (Heckman,
2011). Like achievement gaps, these soft skill gaps emerge before children start school
and persist as they progress through school. For example, one study found that students
from families with high socioeconomic status (SES) tended to approach academic
challenges with a greater sense of internal control over success than students from low-
SES families (Young et al., 2011).
Although the causes of gaps in achievement or soft skills are not fully understood,
some studies have suggested that differences in parenting practices and social context are
contributing factors. Children born into socioeconomically disadvantaged circumstances,
particularly single-parent homes, are less likely to have the opportunity to benefit from the
52
kinds of parental attention, activities, and resources that stimulate these skills
(McLanahan, 2004). As summarized by Heckman, disadvantaged mothers, as a group,
“talk to their children less and are less likely to read to them daily . . . [and] tend to
encourage their children less, adopt harsher parenting styles, and be less engaged with
their children’s school work” (Heckman, 2011, p. 80). In other words, children from
disadvantaged families tend to have fewer opportunities at home that foster competence,
encourage them to find interest or see value in learning, promote autonomous learning, or
develop social relationships that support and value achievement.
Differences in parenting practices among low-SES or racial/ethnic groups are
partly explained by disparities in social and material resources, such as disparities in
income and accumulated wealth, parents’ level of schooling and academic skills, and
access to social networks and institutions that control information or can provide
assistance.
Some scholars, for example, have suggested that “stereotype threat,” or a fear
that poor performance on tasks may confirm negative racial stereotypes, can undermine
the competence of African American students—or any other group faced with a task that
can invoke a dam- aging stereotype (Steele & Aronson, 1995; Aronson & Steele, 2005).
They note that stereotype threat can dampen students’ competence by heightening their
anxiety, depleting their self-regulation skills, or spurring them to avoid challenges.
Other researchers have conjectured that a desire to maintain a distinct cultural
identity in opposition to the dominant group can negatively affect academic motivation—
most notably, when high-achieving African American students are accused by their peers
53
of “acting white” (Fordham &Ogbu, 1986; Fryer &Torelli, 2010). But this conclusion has
been challenged by researchers who cite evidence that both African American and white
students want to succeed in school and that high-achieving students share similar
experiences and challenges, regardless of their race (Tyson, Darity, &Castellino, 2005).
Several studies have explored how social and cultural context can have a bearing
on students’ motivations or aspirations. For example, some researchers assert that
experiences with or perceptions of discrimination can damage the confidence of students
of color and contribute to academic disengagement (Graham &Hudley, 2005). Others
maintain that social context can lead some children to perceive that certain type of
behaviors, such as spending time on homework, are pointless and “not for people like me”
(Oyserman& Destin, 2010, p. 1002).
Findings with relevance to both the parenting and cultural aspects of motivation
come from research that explores why Asian American students as a group have high
academic achievement. Studies have found that, in general, Asian American students tend
to attribute academic outcomes to effort more than innate ability, a belief that is associated
with intrinsic motivation. Research has also found that Asian American parents, on
average, have higher academic expectations of their children than do parents of other
groups, and that parental pressure and a desire to meet high parental expectations appear
to be primary catalysts of motivation among Asian American students (Eaton &Dembo,
1997). At the same time, stereotypes that all Asian Americans are high achievers can
negatively affect the motivation of some Asian American students by making them anxious
about living up to this perception (Graham &Hudley, 2005).
54
Related Studies
According to Albert, Gaspar, and Raymundo (2015) which data sourced from 2012
Family Income and Expenditure Survey (FIES), Philippine Statistics Authority, in the
Philippines, much attention has been on measuring and monitoring poverty, but poverty
reduction has been practically unchanged. Low income classes that are non-poor, but
clearly more vulnerable to becoming poor than other non-poor classes are predominant in
CALABARZON, Central Luzon and Metro Manila. The poor and the lower income class
makes up more than half of households (52.7 percent or 11.3 million households). At the
other end of the spectrum, households in the upper income (but not rich) and the rich
classes comprise only 1.5 percent of total households, and yet they have a share of 11.4
percent of total household income. (http://www.rappler.com/thought-leaders/98624-who-
are-middle-class)
According to Ali, Haider, Munir et al (2013) in their study entitled “Factors
contributing to the students’ academic performance: a case study of islamia university sub-
campus”, the research study was design to investigate the factors affecting academic
performance of graduate students of Islamia University of Bahawalpur Rahim Yar Khan
Campus. The variables under consideration were the academic performance (student’s
grades/marks) as a dependent variable and the gender, age, faculty op f study, schooling,
father/guardian social economic status, and residential area, medium of schooling; tuition
trend, daily study hours and accommodation trend were independent variables. The data
were collected from 100 students through separate structured questionnaire from different
departments of Islamia University of Bahawalpur, Rahim Yar Khan Campus using the
55
simple random sampling technique. For analysis, linear regression model, correlation
analysis, and descriptive analysis were used. The findings revealed that age,
father/guardian social economic status and daily study hours significantly contribute the
academic performance of graduate students. A linear model was also proposed that will be
helpful to improve the academic performance of graduate students at University level. doi:
10.12691/education-1-8-3
The study shows that the factors that greatly affects the performance of a student
were based on their age, family, financial status and mostly their time in spending at their
studies. However, there is proposed linear model to enhance and be helpful for the
students to improve their academic performance.
According to Dr. Bob Nelson in the citation of Ash, M.K. (2016), “While money is
important to employees, research shows that what motivates them really to perform — and
to perform at higher levels — is the thoughtful, personal kind of recognition that signifies
true appreciation for a job well done. Numerous studies have confirmed this. The
motivation is all the stronger if the recognition creates excitement, an enhanced sense of
value and respect, and story employees can impress and tell to family, friends, and
associates possibly for years to come.”(http://www.bestyearever.net/blog/use-praise-
recognition-keep-your-team-motivated/)
According to Barkoukis, Tsorbatzoudis, Grouiosa, et al (2008) in their study
entitled “The assessment of intrinsic and extrinsic motivation and amotivation: validity and
reliability of the greek version of the academic motivation scale”, self-determination theory
provides an integrated conception of school- and academic motivation. The theory
56
proposes a continuum comprising three types of motivation: intrinsic motivation (IM),
extrinsic motivation (EM), and amotivation (AM), characterized by seven dimensions (IM =
to know, to accomplish and to experience stimulation, EM = external regulation, introjection
and identification, and Amotivation). The purpose of the present study was to examine the
psychometric properties of the Academic Motivation Scale (AMS) with Greek high school
students. Two studies were conducted to examine the factorial, construct, concurrent and
predictive validity of the scale along with its reliability properties. Confirmatory factor
analyses supported the proposed seven-factor structure. The scale showed satisfactory
levels of internal consistency and temporal stability. Additionally, indices of the scale’s
construct, concurrent, and predictive validity were in the desired direction. These findings
support the use of the Greek version of the AMS for the assessment of intrinsic motivation,
extrinsic motivation, and amotivation. doi: 10.1080/09695940701876128
The study is about the assessment of intrinsic and extrinsic motivation and
amotivation: validity and reliability of the greek version of the academic motivation scale. It
includes Self- Determination theory continuum comprising three types of motivation:
intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterized by
seven dimensions (IM = to know, to accomplish and to experience stimulation, EM =
external regulation, introjection and identification, and Amotivation). The purpose of their
study was to examine the psychometric properties of the Academic Motivation Scale
(AMS) with Greek high school students.
According to Biscocho, Cosejo, Flores, et al (2015) in their study entitled “Personal
characteristics as correlates to academic motivation”, the researchers found out that
intrinsic factors are significantly high in terms of academic motivation among college
57
students. Age, student classification, course, year level, residency and other demographic
variables were found to be insignificant. However, religion and gender play a vital role in
academic motivation. The researchers recommend that teachers should enhance
academic motivations regardless of the students’ personal characteristics. Moreover, the
teachers should modify teaching strategies that would stimulate students’ interest in the
pursuit of their degree. On the other hand, the parents should appreciate and uplift
the morale of their children as they embark to reach the summit of excellence. The
professors should be stern at all times but to some extent. However, they must maintain
the line of demarcation of respect to their students.
(http://www.academia.edu/7516459/Personal_Characteristics_as_Correlates_to_Academi
c_Motivation)
In the presented study, it relates to the different factors in which the academic
performance be relate. The personal characteristics and some of the motivational factors
presented particularly in the intrinsic, extrinsic and inhibiting motivation provides a strong
foundation for the development of study. It reveals some important factors which can be
used and serve as a basis for the continuation of the current study.
According to by Bradley, S. (2012),when it comes to knowledge there are different
kinds of knowledge and different ways of acquiring each kind. On one side is theory (can
often lead to a deeper understand of a concept through seeing it in context of a greater
whole and understanding the why behind it) and on the other side is the practical
application of theory (lead to a deeper understanding of a concept through the act of doing
and personal experience of your trade and reality of life). Both types of knowledge are
important and both make you better at whatever you do. Those who advance the furthest
58
in life tend to be those who acquire knowledge at both ends of the spectrum and acquire it
in a variety of ways. (http://vanseodesign.com/whatever/theoretical-practical-knowledge/).
According to Daniela (2015) in her study entitled “The relationship between self-
regulation, motivation and performance at secondary school students”,contemporary
society, through its challenges, exerts a powerful pressure on its members. Thus, today,
more than ever, the student is directly responsible and accountable for its performance,
adjusting to the rapidly changing school environment. The competence of self-regulated
learning is a key element in trying to be successful students. The present paper comes to
find an answer to which aspects of motivation and self-regulation of learning are involved
in obtaining the academic performance for the secondary school students in Romania.
This study includes 270 secondary school students, aged between 12 and 14 years.
Research methods used in this investigation are two surveys based on questionnaires and
study of documents. The instruments used were the Academic Self-Regulation
Questionnaire and Motivational Strategies for Learning Questionnaire. It was concluded
that the competence of self-regulated learning has a strong impact on the level of
attainment achieved by students, enhancing the relationship between motivation and
performance. doi:10.1016/j.sbspro.2015.04.410
The study is about the relationship between self-regulation, motivation and
performance at secondary school students in romania. The authors seek to find answers to
which aspects of motivation and self-regulation of learning are involved in obtaining the
academic performance.
According to the Follis, K. (2015), failure in itself is not what terrifies students
suffering from this type of fear. Rather, they are afraid of the consequences when they fail.
59
In other words, students are afraid of being labeled as underachievers or, worse, empty-
headed failures. (http://ttlearning.com/blog/how-to-conquer-the-fear-of-failing-in-school/)
In the study of Forgeard&Meckleng (2013) in their research entitled “The Two
Dimensions of Motivation and a Reciprocal Model of the Creative Process”, past research
investigating the role of motivation in creativity has closely examined the role of intrinsic
(i.e., process-focused) and extrinsic (i.e., outcome-focused) motivation. Results from this
literature have shown that the effects of social factors on creativity (e.g., social inhibition or
facilitation effects) are at least partially explained by their effect on intrinsic and extrinsic
motivation. The present review seeks to broaden the scientific understanding of the role of
motivation in creativity by proposing that a second dimension of motivation needs to be
taken into account. In addition to creators’ locus of motivation (i.e., whether they focus on
the intrinsic process and/or extrinsic outcomes), creative behavior also appears to be
driven by its intended beneficiaries. Supporting the importance of this second dimension,
recent empirical research has begun to investigate the relationship between prosocial
motivation (i.e., the desire to contribute to other people’s lives) and creativity. Thus, a
combined look at research on these two dimensions of motivation highlights the
bidirectional nature of the social processes at play in creativity: While studies investigating
creators’ locus of motivation have examined the influence of others on creators, recent
studies considering creators’ intended beneficiaries have stressed the importance of also
understanding how creators wish to affect others in return. To integrate these two
perspectives, we propose a reciprocal model of the creative process in which creators’
general motivational orientations (falling along the dimensions outlined above) are
translated into specific motivational goals, and we review possible psychological
60
mechanisms explaining how motivation may guide creative cognition. doi:
10.1037/a0032104
The article is about the two dimensions of motivation and a reciprocal model of the
creative process. This literature has shown that the effects of social factors on creativity
(e.g., social inhibition or facilitation effects) are at least partially explained by their effect on
intrinsic and extrinsic motivation. The authors seek to broaden the scientific understanding
of the role of motivation in creativity by proposing that a second dimension of motivation
needs to be taken into account.
According to Gillet, Vallerand, &Lafrenière (2011) in their study entitled “Intrinsic
and extrinsic school motivation as a function of age: the mediating role of autonomy
support”, the main purpose of the present research was to investigate school intrinsic and
extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary
and high school students aged 9–17years. First, results revealed a systematic decrease in
intrinsic motivation and self-determined extrinsic motivation from age 9 to 12years, a slow
stabilization until 15years old, followed by an increase after that point. Second, non-self-
determined extrinsic motivation showed a decrease up to 12 years old and as low
stabilization after that point. Finally, amotivation was relatively low and stable from age 9 to
17years. Of importance is that the present results also revealed that teacher autonomy
support mediated the age-school motivation relationships. The present results underscore
the importance of a better understanding of the mechanisms through which lower intrinsic
motivation and self-determined extrinsic motivation in older students take place, eventually
leading to appropriate interventions and optimal motivation in students of all ages. doi
10.1007/s11218-011-9170-2
61
The study is about intrinsic and extrinsic school motivation as a function of age for the
mediating role of autonomy support to investigate elementary and high school students
aged 9–17years. The results revealed that from ages 9-12 there’s a decrease in intrinsic
motivation and extrinsic motivation, a slow stabilization to 15 years old and increase after
that point , for the age of 12 a decrease on non-self-determined extrinsic motivation and a
low stabilization after that point, and finally from ages 9-17 years amotivation was relatively
low. The present results also revealed that teacher autonomy support mediated the age-
school motivation relationships.
According to the study conducted by Haka, Borch, Jensen, et al (2011) in their
study entitled “Should I stay or should I go? Motivational profiles of Danish seafaring
officers and non-officers”, the study explored the motivational profiles of seafarers in the
Danish merchant fleet by identifying factors which motivated or demotivated seafarers to
stay in their specific profession. The study also examined the difference in the work
motivators and demotivators between Danish seafaring officers and non-officers. The
conducted study contributed to the understanding of how seafarers perceive their
occupation, and help to identify areas and aspects which might need change if employers
want to retain their workforce in the long run. Overall, results were perceived psychosocial
in nature of seafaring. 70% of the answers were related to psychosocial factors rather than
organizational or structural factors. Responses that were perceived worst aspects of
seafaring are about 85% fell in to psychosocial categories. The differences in the
motivational profiles of officers and non-officers showed the importance of not only looking
at the seafaring profession as a whole but also considering the different characteristics of
various jobs onboard. It also found that supportive leaders and high working engagement
62
can reduce the negative effects of stressors. The occupational factors also motivate
seafarers such as the time at home, challenge, responsibilities, independence, freedom,
experiences, and pay in exchange for effort and sacrifice. Demotivating issues or factors
should receive special attention are being away from home and perceived isolation,
dealing with regulatory requirements, and insufficient onshore human resource
management as well as working with colleagues from different nationalities, while for non-
officers quantitative work requirements and perceived quality of leadership are pressing
concerns. Improvements could be made, for instance, by measures such as: shortening of
extreme length stays onboard, improvements in to-shore telecommunications and
promotion of social contact onboard and in ports , identification and alleviation of
bureaucratic top-down steering, policies that encourage stable crewing , training of crews
in fluency with regard to the onboard operating language, cross-cultural training and
improved leadership training of officers, ergonomic improvements, and organization of
work processes, such as to minimize physical strain, or creating occupational and career
development opportunities for non-officers.
(http://www.researchgate.net/publication/51090374_Should_I_stay_or_should_I_go_Motiv
ational_profiles_of_Danish_seafaring_officers_and_non-officers)
The study provides several motivational factors which affects the seafaring. In relation to
the present study, the use of the factors or the understanding on the given study can relate
the motivational factors of the maritime students. It wills reflects or provide a certain
perspective on the present factors of the students to the motivational factors onboard.
According to Hofman, Winnips, &Beetsma, (2014) in their research entitled,
“Exploring the relationship between factors that contribute to interactive engagement and
63
academic performance”, in an educational context, technology can prompt interactive
engagement only when it is used in conjunction with interactive engagement methods.
This study, therefore, examines the relationships between factors that contribute to higher
levels of interactive engagement and performance, such as interactive engagement
methods, technology, intrinsic motivation and deep learning. Five hundred and twenty-six
(526) higher education students participated in this study. With structural equation
modelling, the authors test the conceptual model and identify satisfactory model fit. The
results indicate that interactive engagement methods, technology and intrinsic motivation
have significant relationships with interactive engagement; deep learning mediates the
relationships of the other variables with performance. doi:10.5296/jet.v2i1.6577
The study is about exploring the relationship between factors that contribute to interactive
engagement and academic performance. The study, examined the relationships between
factors that contribute to higher levels of interactive engagement and performance, such
as interactive engagement methods, technology, intrinsic motivation and deep learning.
With structural equation modelling, the authors test the conceptual model and identify
satisfactory model fit.
Hung, S., Durcikova, Lai, & Lin (2011) in their study entitled “The influence of
intrinsic and extrinsic motivation on individuals' knowledge sharing behavior”, a major
challenge in knowledge management involves motivating people to share knowledge with
others. The objective of this study is to deepen our understanding of how to influence an
individual's tendency to engage in knowledge sharing behavior in a team setting.
Specifically, we investigate the effects of intrinsic motivation (altruism) and extrinsic
motivation (economic reward, reputation feedback and reciprocity) on knowledge sharing
64
(number of ideas generated, idea usefulness, idea creativity and meeting satisfaction) in a
group meeting. Results of our experiment show that a knowledge management system
with built-in reputation feedback is crucial to support successful knowledge sharing.
doi:10.1016/j.ijhcs.2011.02.004
I think knowledge sharing is limited among fellow students. Most often than not, knowledge
sharing is being done if only if it is being ask to or for a exchange of a reward. But,
selflessness is an innate to us Filipinos because of being hospitable and loving person,
sharing whatever we have knowledge, talents and kinds we are happy to help and share.
According to Giani, M.S. and O’Guinn, C.M. (2010), intrinsic motivation facilitates
learning, and when students acquire new skills and observe their own growth, they feel
more successful and their intrinsic desire to learn increases. Furthermore, when we are
intrinsically motivated, we prefer challenges that increase our learning over easy work that
does not enhance our skills/knowledge.
(https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&cad=rja&uac
t=8&ved=0ahUKEwilYLhzIPLAhUDnJQKHaK7DLMQFghlMA4&url=http%3A%2F%2Fjgc.st
anford.edu%2Fdocs%2FYiM_WA3_Motivation_to_Learn.doc&usg=AFQjCNF67SzycDKHp
FGguv8kOBW1qsJuuA&bvm=bv.114733917,d.dGo)
According to Intellectual Reserve, Inc. (2012), the career you choose will be one
of the most important decisions you will make. President Thomas S. Monson said,
“My advice is that you should study and prepare for your life’s work in a field that you
enjoy, because you are going to spend a good share of your life in that field. It should
be one which will challenge your intellect and which will make maximum utilization of
your talents and your capabilities. Finally, it should be a field that will supply sufficient
65
remuneration [salary] to provide adequately for your companion and your children”.
(https://www.ldsjobs.org/ers/ct/articles/choosing-a-profession?lang=eng)
According to Jensen, E. (2009), students from low-income households are more
likely to struggle with engagement for seven reasons by simply understanding each and
every one. (1) Children who grow up in poor families are exposed to food with lower
nutritional value. But, physical activity will reduce some of the issues associated with poor
nutrition and will build student health. Moreover, skipping breakfast is highly prevalent
among urban minority youth, and it negatively affects students' academic achievement by
adversely affecting cognition and raising absenteeism. (2) Teachers can incorporate
vocabulary practice into daily rituals. Teachers must be relentless about introducing and
using new words. Include vocabulary building in engagement activities. (3) Students who
show little or no effort are simply giving you feedback. When the learning got you excited,
curious, and intrigued, you put out more effort. The feedback is about themselves and
about your class. (4) Poor is associated with lowered expectations about future outcomes.
But, expectations and focus on affirming and reinforcing effort. Guide students in making
smarter strategy choices and cultivating a positive attitude. (5) Many children who struggle
cognitively either act out or shut down. But cognitive capacity, as well as intelligence, is a
teachable skill. (6) Children with unstable home lives are particularly in need of strong,
positive, caring adults. The more you care, the better the foundation for interventions. (7)
Acute and chronic stress—known as distress—is toxic. Low-income parents' chronic stress
affects their kids. But, having a sense of control is the fundamental element that helps
diminish the effects of chronic and acute stress.
66
(http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-
Poverty-Affects-Classroom-Engagement.aspx)
According to Levesque, Copeland, Pattie, et al (2010) in their study entitled
“Intrinsic and Extrinsic Motivation” , intrinsic motivation underlies behaviors performed
purely for interest and enjoyment; extrinsic motivation underlies behaviors performed to
obtain separable rewards or avoid negative outcomes. Different types of extrinsic
motivations exist and can be placed on a self-determination continuum. Intrinsic motivation
and self-determined forms of extrinsic motivation facilitate positive outcomes such as well-
being. Non-self-determined forms of extrinsic motivation are associated with negative
outcomes such as anxiety. Autonomy-supportive environments which provide choices and
options foster the development of intrinsic motivation and self-determination. In education,
autonomy-supportive environments provide the context for greater learning outcomes such
as increased classroom involvement, performance, and satisfaction.
The free will to choose how a person will become depends on his environment.
Thus, his motivations shall greatly affects his well-being yet he/ she has the power to make
a difference. Then, it is more advisable to have lot of involvement inside school's activities
to make student shows potential to be a productive person to society and family.
doi:10.1016/B978-0-08-044894-7.00612-6
According to Lindgren, N. and Nilsson, J. (2011) in their study entitled “filipinos
sailing on the seven seas – a qualitative study of filipino seafarers working on international
vessels”, the rough labour market in the Philippines affects the employability. The
Philippines has a unemployment rate of in-between 7-8 percent. Therefore, many Filipinos
are seeking employment overseas. Today, ten percent of the population is working on the
67
globalized market. The globalization has affected the industry, where 28 percent of the
entire world’s seafarers are Filipinos.
(http://bada.hb.se/bitstream/2320/10667/1/Lindgren_Nilsson.pdf)
According to Malmberg, Pakarinen, Vasalampi, et al (2015) in their study entitled
“Students' school performance, task-focus, and situation-specific motivation”, going
beyond studies of individual differences in and profiles of students' motivation, we
investigated situation-specific (intra-personal) experiences of autonomous (enjoyment,
interest, and task choice) and controlled (having to do, and the teacher wanting them to do
a task) motivation across learning situations during one week, and how these were related
to student characteristics (teacher rated academic performance and task-focus). Three-
hundred and fourteen primary school students (Years 5 and 6) completed electronic
questionnaires on Personal Digital Assistants, on an average of 11.2 learning episodes
during a week. Multilevel Structural Equation Models provided support for a model based
in organismic integration theory (OIT). At the situation-level, controlled motivation positively
predicted autonomous motivation. At the student-level, students differed in the association
between autonomous and controlled motivations, such that lower performers felt more
autonomously motivated when controlled motivation was high. Implications for teacher
practice are discussed.doi:10.1016/j.learninstruc.2015.05.005
The study is about the students' school performance, task-focus, and situation-specific
motivation. The authors investigated situation specific experiences of autonomous and
controlled motivation across learning situations. The multilevel structural equation models
provided support for a model based in organismic integration theory.
68
According More, M. (2013), the more you focus on what the next man has, the
less attention you give to building your own empire. Believe it or not, but there’s no limit to
success and just because someone else is doing well doesn’t mean you can do the same.
So, instead of being jealous, be grateful that you are exposed to the success of others and
use it as inspiration!(http://hotspotatl.com/2871683/midday-motivation-dont-be-jealous-be-
inspired-by-the-success-of-others/)
According to the Family Independence Initiative (FII) of Moore M. (2014), we have
underestimated the capacity of families in low-income neighborhoods to improve their
financial and general well-being. Low income families are intrinsically motivated to follow a
positive and productive course of behavior, puts them in a group with other families, and
allows the dynamics of mimicry social signaling to take place. Families may begin to copy
each other’s ways of talking about their goals, challenges, successes, and contexts, and
slowly create a “new normal,” with a new set of behavioral possibilities available to them.
(http://www.fii.org/wp-content/uploads/2014/01/Intrinsic-Motivation.pdf)
According to National Center for Education Statistics (2014), an excerpt from the
Digest of Education Statistics 2014, young adults at ages 18–19 are typically transitioning
into either postsecondary education or the workforce. Between 1990 and 2013, the overall
enrollment rate (i.e., enrollment at both the secondary level and the postsecondary level)
for young adults ages 18–19 increased from 57 to 67 percent. The enrollment rate during
this period for these young adults increased from 15 to 20 percent at the secondary level
and from 43 to 47 percent at the postsecondary level. Between 2000 and 2013, the overall
69
enrollment rate for those in this age range increased from 61 to 67 percent.
(http://nces.ed.gov/programs/coe/indicator_cea.asp)
According to Rafique, Bin Tayyab, Kamran, et al (2014) in their study entitled “A
study of the factors determining motivational level of employees working in public sector of
Bahawalpur (Punjab, Pakistan)”, the study empirically examines the relationship between
rewards, job satisfaction, perceived training effectiveness, knowledge transfer and
organizational commitment and employee’s motivation in the Public sector of Bahawalpur
(Punjab, Pakistan).Our sample was public sector data and was collected by using self-
designed questionnaires. The sample size was 170 so 170 questionnaires were distributed
and only 149 received. Analysis was done with the help of correlation coefficient and
multiple regression analysis. Between (0.01 to 0.05) level of significance was checked.
The result concludes that there is a significant positive relationship between intrinsic
rewards and the employee’s motivation and also there is significant positive relationship
between extrinsic reward and employee’s motivation. Job Satisfaction also has significant
positive relationship with employee’s motivation. But on the other hand PTE (Perceived
Training Effectiveness) have insignificant and negative relationship with Employee’s
motivation. Employee’s motivation has significant positive relationship with knowledge
transfer and also with Organizational Commitment. doi:10.5296/ ijhrs.v4i3.5872
The article discussed the factors determining motivational level of employees working in
public sector of Bahawalpur (Punjab, Pakistan). The researchers used self-designed
questionnaires to gain information on concluding in their research work.
According to the study of Remali et al. (2013) entitled “Understanding Academic
Performance Based on Demographic Factors, Motivation Factors and Learning Styles”, the
70
result showed there was no significant difference between the sex and academic
performance. This result was supported by previous research done by Turner et al. (1997),
as cited by Remali et al. (2013), which discovered that the gender did not display any
significant affect. . (http://www.aessweb.com/pdf-files/Ijass-si-3(9)-1938-1951.pdf)
According to Rosengren, C. (2011), doing work you love is energizing. It creates a
virtuous circle. You do the work and that energizes you, which in turn means that you have
more energy to put into doing the work. You have more energy, on a more sustainable
basis, to put into success (http://money.usnews.com/money/blogs/outside-voices-
careers/2011/03/03/how-loving-your-job-helps-you-succeed)
According to Saldañaa, Escartina, Torresa, et al (2014) In their study entitled
“University students´ strengths associated with an optimal academic and professional
performance”, the use of personal strengths (defined as forms of behavior, thoughts and
emotions that are associated with optimal performance), can enhance students´ learning
process, and their future professional performance. These topics where framed within
social psychology field which analyzed the student’s signature strengths, the signature
strengths for an optimal professional performance, and the signature strengths related to
the academic performance. “Values in Action" Inventory of Strengths was used (VIA-IS;
Seligman, Park & Peterson, 2004) in order to assess the student’s personal strengths. To
evaluate the academic performance, a total score was calculated from the weighted
average of: (1) a test, (2) two individual works, and (3) teamwork. Gratitude, teamwork,
fairness, perspective and kindness were the common signature strengths encountered in
the sample. Curiosity, social intelligence, perspective, hope and self-regulation were the
signature strengths in relation to the professional practice. And the strengths which have a
71
greater relationship with the academic performance were: perseverance, teamwork,
prudence, honesty and self-regulation. Overall, it should be noticed that teamwork was one
of the students’ signature strengths related to optimal academic performance, and
perspective related to the optimal professional performance which doesn’t coincides with
each other. This lack of relationship represents an opportunity to develop learning
practices that enhance those participants´ signature strengths that are more related to an
optimal performance in the professional and academic fields.
doi:10.1016/j.sbspro.2014.05.008
In the presented study presented, it shows the student’s strength signature in relation for
the optimal output for the academic and professional performance. It was found that
gratitude; teamwork, fairness, perspective and kindness were commonly encountered with
their targeted respondents. Curiosity, social intelligence, perspective, hope and self-
regulation for signature practice for profession; and perseverance, teamwork, prudence,
honesty and self-regulation for the academic performance. In relation to present study,
relationship of the student’s strength and motivation corresponds on the factors which
affect their output in the field of academic performance. The determined strength can be
used as by the student on building goal-oriented perspective.
According to Shafran, A. (2015), as the competition to get into college has risen to
staggering levels, some students have developed an obsession over creating the perfect
resume to get into their dream schools. Students develop an addiction to the rigor of their
classes and measure their success based on how they perform in school.Increasing
course rigor can challenge students to perform better academically, but “Students begin to
develop a mentality solely based off of numbers,” Eric Goolish, as cited by Shafran, said
72
“they become obsessed with points and have their motivation for school stem from the
accumulation of them and not about learning the information.” Through motivating
themselves to gain as many points, students become highly aware of the competition that
is presented to them in such a highly intelligent and competitive atmosphere. On the other
hand, students feel that being too aware of grades can actually hurt a student’s success.
(http://www.statesmanshs.org/1128/features/are-students-addicted-to-good-grades/)
According to Sternberg, L. low-income are capable of achieving high academic
standards as they have more advantaged peers. It was clear that low-income students are
almost exclusively dependent on their schools for education, bringing very little with them
from their home environments thus reflecting their own curiosity and interest in their
education.(http://www.schoolreport.com/vbe/articles/noexcuses.htm)
According to Tangi (2015), women seafarers account for 2 percent of the total
number of sea-based workers deployed. Based on statistics supplied by the POEA
Databank and Network Division, officers only accounted between 0.4 and 1.8 percent of
the total number of Filipino women seafarers, while ratings or non-officers accounted
between 5 and 6.5 percent of the total number of women seafarers from 2006 to 2010. The
bulk of Filipino women seafarers worked in the hotel and services department of
passenger ships. Nine in 10 of them are chambermaids, waitresses, women kitchen crew,
entertainers, cleaning crew, casino dealers, massage therapists, cashiers, guest relations
officers, female security personnel, nurses and other medical personnel, and other office
personnel. (http://verafiles.org/filipino-women-navigate-male-dominated-world-of-
seafaring/)
73
According to Thompson, D. (2014), employers might not crave academic skills.
But students often qualify for the "right" internships by getting good grades in relevant
classes at challenging schools. In this calculation, a strong academic record buys you a
strong experience record, so when an employer is evaluating your internships, he's
indirectly evaluating your academic achievements, too.
(http://www.theatlantic.com/business/archive/2014/08/the-thing-employers-look-for-when-
hiring-recent-graduates/378693/)
According to Velnampy (2007) in his study entitled “Factors Influencing Motivation:
An empirical Study of Sri Lankan Organisations”, motivating employees is a way to make
them to give their best to the organization for the achievement of organizational goals. But
choosing the strategy for motivation may differ from time to time and organization to
organization, because it is a psychological phenomenon and it is depending on the
preference of employees. Therefore the present study is made to find out the motivational
factors with the samples of 676 respondents from 55 public and private sector
organizations in Sri Lanka. The finding of the study is that the perceived level of motivation
of the employees in both the sectors is high. As the factors influencing motivation, wages
and salaries, physical working conditions, job descriptions, dependency, friendly working
atmosphere, interpersonal relationships, prestige and work assignment, incentives and
bonus, work facilities, security, power, challenging and advancement and personal growth
are most important factors. Moreover, lower level employees in both the sectors give more
important to lower level needs while middle and higher level employees emphasize higher
level needs.
http://www.researchgate.net/publication/255180324_Factors_Influencing_Motivation_An_E
74
mpirical_Study_of_Few_Selected_Sri_Lankan_Organisations?enrichId=rgreq-5083e2c9-
7bc7-41f4-a282-
a15e7b34ad95&enrichSource=Y292ZXJQYWdlOzI1NTE4MDMyNDtBUzoxMDEyNjYxNzY
4NzI0NjNAMTQwMTE1NTE0NjYyOQ%3D%3D&el=1_x_2
According to Yu Hung (2014) in his study entitled “The Crisis of Disengagement: A
discussion on motivation change and maintenance across the primary-secondary school
transition”, the transition from primary to secondary education signals a process of
developing and maturing physically and mentally, but this ‘rite of passage’ for some young
adolescents is often associated with a drifting interest in school education. This
phenomenon, caused by a decreased motivation for learning, has been observed by many
relevant studies. This article adopts the psychological approach to study this long-lasting
educational phenomenon while employing ‘intrinsic-extrinsic motivation theory’ and ‘goal
theory’ to investigate the gap between primary and secondary schools as well as what
possible pedagogies there are to maintain or stimulate the pupils’ motivation. An
intrinsically motivated student acquires knowledge out of curiosity and interest, and they
are willing to face the more difficult challenges that secondary education provides. As
identified in the conclusion, the creation of a more integral educational system can
alleviate the decrease in motivation while pupils undergo this period. A more amiable
educational environment can be maintained that enhances the pupils’ self-concept,
learning efficacy, and a sense of volition as well as self- determination to circumvent this
transitional crisis. doi: 10.4471/remie.2014.03
The article is about the crisis of disengagement, a discussion on motivation
change and maintenance across the primary-secondary school transition. This article
75
adopts the psychological approach to study this long-lasting educational phenomenon
while employing ‘intrinsic-extrinsic motivation theory’ and ‘goal theory’ to investigate the
gap between primary and secondary schools as well as what possible pedagogies there
are to maintain or stimulate the students’ motivation.
According to Zlate&Cucui (2015) in their study entitled “Motivation and
performance in higher education” , starting from the premise that performance is closely
connected to motivation, this paper is intended to present the motivation process within
universities as a complex process, which leads to personnel's performance only if
motivational mechanisms are known and properly applied by university managers. The
managers’ role within the universities is to fulfill the organization's targets/objectives
through its members. Therefore, motivation is a top priority for the universities managers.
Developing organizational strategies for motivating the university employees becomes the
main goal of organizational management nowadays in order to improve the organizational
performances.doi:10.1016/j.sbspro.2015.02.146
The study is about motivation and performance in higher education. The authors intended
to present the motivation is a top priority for the universities managers. The main goal of
organizational management is to improve the performance by developing organizational
strategies for motivating employees.
Synthesis
The different literature and studies cited in this chapter imparted important and
pertinent data relevant to the subject of the present study which is a comparative study on
the factors affecting of extrinsic and intrinsic motivation in relation to the academic
performance of the selected students of IGCFI.
76
Motivation is the hypothetical concept that stands for underlying force impelling
behavior and giving it direction. It refers to reasons that underlie behavior that is
characterized by willingness and volition, the force that energizes and gives direction to
behavior, and underlies the tendency to persist. Intrinsic motivation is animated by
personal enjoyment, interest, or pleasure which arises from performing the task. In other
words, the motivation to engage in a behavior arises from within the individual because it is
intrinsically rewarding. Extrinsic motivation, on the other hand, comes from outside the
individual, and results from the expectation of receiving external rewards. It is the desire to
do or achieve something not so much for the enjoyment of the activity itself, but because it
will produce a certain result. People are often moved by external factors such as reward
systems, grades, evaluations, or the opinions they fear others might have of them. Yet just
as frequently, people are motivated from within, by interests, curiosity, care or abiding
values.
In particular, they presented an overview about motivation, extrinsic and intrinsic
motivations including its factors which are very essential for the development of the
present study. These literature and studies stresses that the extrinsic motivational factors
such as rewards, praise and recognition, consequences and punishment, peer pressure
and grades and achievements and intrinsic motivational factors such as competence,
autonomy, interest, cooperation and relatedness, challenge, curiosity, fun, and growth
which may influence or affects an individual’s academic performances. In relation to the
theories and statements in this study, it provides explanation with regards to motivation
and has something to offer since the motivation is multi-dimensional and can support any
factual result may give in the current study.
77
Chapter III
RESEARCH METHODOLOGY
This chapter describes the methods and procedures, research design, research
locale, research population, sampling design and procedures, research instrument, data
gathering procedure and statistical treatment of data.
Research Design
The researchers used the comparative method of research to identify and to
address the perceived differences between the factors of extrinsic and intrinsic motivation
in relation in the academic performance of the selected BSMT students of IGCFI.
This type of research design was used because of its appropriateness to the
nature of the study, particularly in the describing systematically a situation or area of
interest factually and accurately.
Comparative study is a study in which a participant is randomly assigned to one of
two or more different treatment groups for purposes of comparing the effects of the
treatments.
(http://www.encyclopedia.com/doc/1O62-comparativestudy.html)
Respondents of the Study and Sampling Technique
The facts and data needed for the study were gathered from two hundred (200)
BSMT students of IGCFI as respondents and have equal and independent chance of being
selected.
Using random sampling technique, each member of the population has an equal
chance of being selected as subject. The entire process of sampling is done in a single
78
step with each subject selected independently of the other members of the population.
(https://explorable.com/simple-random-sampling)
Research Locale
The study wasconducted among two hundred (200) selected BSMT students of
Inter-Global College Foundation Inc. in Lucena City, Province of Quezon.
Instrument of the Study
The research used a structured type of questionnaire based on the sub problems
of the study. It was composed of six (6) parts. The first part determined the demographic
profile of the respondents in terms of age, sex, family income, year level, and academic
grades. The second part ascertained the extrinsic motivational factors affecting the
academic performance of the BSMT students of IGCFI in terms of consequences and
punishments, grades and achievements, praise and recognition, rewards, and family and
peer pressure. The third part exposed the intrinsic motivational factors affecting the
academic performance of the BSMT students of IGCFI in terms of fun, autonomy or
control, challenge, growth and skill development, competence, curiosity, and interest or
value. The fourth part revealed the differences of the extrinsic factors between academic
subjects. The fifth part also revealed the differences of the intrinsic factors between
academic subjects. And lastly, it showed the significant difference on the extrinsic and
intrinsic motivational factors in the academic performance when grouped according to their
demographic profile.
A questionnaire is simply a ‘tool’ for collecting and recording information about a
particular issue of interest. It is mainly made up of a list of questions, but should also
include clear instructions and space for answers or administrative details. Questionnaires
79
are commonly used to collect factual information in order to classify people and their
circumstances; to gather straightforward information relating to people’s behavior; to look
at the basic attitudes/ opinions of a group of people relating to a particular issue; and to
collect ‘baseline’ information which can then be tracked over time to examine changes.
(https://www.kirklees.gov.uk/community/yoursay/Questionnaires.pdf)
Data Gathering Procedure
By way of the research adviser and the maritime instructors’ validation of the
study’s research instruments, consequently, the researchers pleaded the respondents in
allowing them to undertake the study with such cooperation. The researchers then took up
an immediate but cautious administration of the questionnaire. Upon answering of the
questionnaires by the respondents, the researchers abruptly recovered the papers for the
distribution, retrieval, and completion of the total number of answered questionnaires
which were accomplished from July to March 2016.
Statistical Treatment
The statistical tools were utilized to present, analyze, and interpret the data
gathered through tables, graphs, and charts.
Frequency distribution and percentage mean and standard deviations were used
to describe information about the profile of the respondents.
For the first part, the percentage of the method was used with the following formula:
𝑓 𝑥 100
𝑃= 𝑁
Where:
P = Percentage
f = Frequency
80
N = Total Number of Respondents
For Parts II, III, IV, and V, the Weighted Mean formula was applied. The formula is as
follows:
1𝑓 + 2𝑓 + 3𝑓 + 4𝑓
𝑊𝑀 =
𝑁
Where:
WM = Weighted Mean
f = Frequency
N = Total Number of Respondents
In order to arrive at a definite interpretation of result for each of the variable, a
mean range was assigned on each scale thus:
Score Qualitative Description
3.26 – 4.00 4 - Strongly Agree
2.51 – 3.25 3 - Agree
1.76 – 2.50 2 - Disagree
1.00 – 1.75 1 - Strongly Disagree
For the last part, Part VI, the Analysis of the Variance (ANOVA) was used to test the
significant difference among the respondents perception when grouped with their
demographic profile. The Statistical Package for Social Science (SPSS) was utilized in
treating the data gathered for this study. A 0.05 level of significance was set as the
criterion for either accepting or rejecting null hypothesis. If the computed F-value was less
than the critical value, the null hypothesis was accepted, otherwise it was rejected.
81
𝑀𝑆𝑇
𝑭=
𝑀𝑆𝐸
Where:
F = ANOVA Coefficient
MST = Mean Sum of Squares due to treatment
MSE = Mean Sum of Squares due to error
One-way ANOVA
SSwithin = SStotal – SSbetween

dfbetween = r-1 dfwithin = N-r
𝑆𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑆𝑆𝑤𝑖𝑡ℎ𝑖𝑛 𝑀𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛

𝑀𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 = 𝑀𝑆𝑤𝑖𝑡ℎ𝑖𝑛 = 𝐹=
𝑑𝑓𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑑𝑓𝑤𝑖𝑡ℎ𝑖𝑛 𝑀𝑆𝑤𝑖𝑡ℎ𝑖𝑛
x = individual observation
r = number of groups
N = total number of observations (all groups)
n = number of observations in group
Scheffe’s Test for comparing Two Variables
(𝒙𝟏 − 𝒙𝟐 )𝟐
𝐹𝑛 =
𝑁 + 𝑁2
𝑀𝑆𝑤 ( 1 ⁄𝑁 𝑁 )
1 2
82
T-Test of Two Samples Assuming Equal Variances
𝑀𝑒𝑎𝑛 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒
𝑇=
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑒𝑟𝑟𝑜𝑟 𝑜𝑓 𝑚𝑒𝑎𝑛 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒
𝑥1 − 𝑥2
𝑇=
Ʃ𝑥1 2 + Ʃ𝑥2 2 1 1
√ (𝑛 + )
𝑛1 + 𝑛2 1 𝑛2
83
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, interprets and analyzes data obtained from the respondents
through the questionnaire given by the researchers and personal interviews conducted
during the investigation.
In answer to sub-problems posed at the beginning of the study, this part provided
the data about “A Comparative Study on the Factors Affecting Extrinsic and Intrinsic
Motivation in Relation to the Academic Performance of Selected BSMT Students of IGCFI
for Academic Year 2015-2016”. Specifically it will answer the following: (1) demographic
profile of the respondents in terms of age, sex, family income, year level, and academic
IGCFI in terms of consequences and punishments, grades and achievements, praise and
recognition, rewards, and family and peer pressure; (3) intrinsic motivational factors
affecting the academic performance of the BSMT students of IGCFI in terms of fun,
autonomy or control, challenge, growth & skill development, competence, curiosity, and
interest and value; (4) differences of the extrinsic motivational factors between academic
subjects; (5) the differences of the intrinsic motivational factors between academic
subjects; and (6) significant difference on the extrinsic and intrinsic motivational factors in
the academic performance when grouped according to their demographic profile.
These were supported by the statistics as found in the accompanying graphs and
tables and by substantiating data taken from the review of related literature and studies.
84
Part I. The Demographic Profile of the Respondents
120
99
100 No. of
Respondents
80 71
Percentage
60 49.50 %
Percentage
35.50 %
40 30
20 15.00
0
17 years old and below 18 years old to 19 years old 20 years old and above
Figure 2. The percentage of the demographic profile of the respondents in terms of age
The figure exposes that the age having 49.50 % of the respondents is in the range
of 18 – 19 years old, 35.50 % is on 17 years old and below and the other which is 15 % is
on 20 years old and above.
The data showed that the highest percentage of the respondents according to
their age is with the range of 18 to 19 years old which is 49.50 %.
According to National Center for Education Statistics, an excerpt from the Digest
of Education Statistics 2014, young adults at ages 18–19 are typically transitioning into
either postsecondary education or the workforce. Between 1990 and 2013, the overall
enrollment rate (i.e., enrollment at both the secondary level and the postsecondary level)
for young adults ages 18–19 increased from 57 to 67 percent. The enrollment rate during
this period for these young adults increased from 15 to 20 percent at the secondary level
and from 43 to 47 percent at the postsecondary level. Between 2000 and 2013, the overall
enrollment rate for those in this age range increased from 61 to 67 percent.
(http://nces.ed.gov/programs/coe/indicator_cea.asp)
85
Figure 3. The percentage of the demographic profile of the respondents in terms of sex
250
196 No. of
200
Respondents
150
98.00 % Percentage
100 No. of
Respondents
50
4 2.00 %
0 Percentage
Male Female No. of
Respondents
Percentage
No. of
The figure revealed that 98 % of the respondents are male. OnlyRespondents
2 % of female
respondents were found to be a part of the study. Percentage
The data showed that most of the respondents are male.
According to Tangi (2015), women seafarers account for 2 percent of the total
number of sea-based workers deployed. Based on statistics supplied by the POEA
Databank and Network Division, officers only accounted between 0.4 and 1.8 percent of
the total number of Filipino women seafarers, while ratings or non-officers accounted
between 5 and 6.5 percent of the total number of women seafarers from 2006 to 2010. The
bulk of Filipino women seafarers worked in the hotel and services department of
passenger ships. Nine in 10 of them are chambermaids, waitresses, women kitchen crew,
entertainers, cleaning crew, casino dealers, massage therapists, cashiers, guest relations
officers, female security personnel, nurses and other medical personnel, and other office
personnel. (http://verafiles.org/filipino-women-navigate-male-dominated-world-of-
seafaring/)
86
Figure 4. The percentage of the demographic profile of the respondents in terms of family
income
140 132
120 No. of
100 Respondents
80 66.00 % 60
60 Percentage
30.00 % No. of
40
Respondents
20 8 4.00 %
0 Percentage
Low income Middle Class Upper income
No. of
Respondents
Percentage
No. of
The figure displayed that 66 % of the respondents are having low income, followed
Respondents
by middle income which is 30 %, and the remaining 4 % is in the upper income.

Percentage
The data presented that the highest percentage or numbers of the respondents
are in the low income while the lowest percentage of the respondents is the upper income.
According to Albert, Gaspar, and Raymundo (2015) which data sourced from 2012
Family Income and Expenditure Survey (FIES), Philippine Statistics Authority, in the
Philippines, much attention has been on measuring and monitoring poverty, but poverty
reduction has been practically unchanged.Low income classes that are non-poor, but
clearly more vulnerable to becoming poor than other non-poor classes are predominant in
CALABARZON, Central Luzon and Metro Manila.The poor and the lower income class
makes up more than half of households (52.7 percent or 11.3 million households). At the
other end of the spectrum, households in the upper income (but not rich) and the rich
classes comprise only 1.5 percent of total households, and yet they have a share of 11.4
percent of total household income. (http://www.rappler.com/thought-leaders/98624-who-
are-middle-class)
87
Figure 5. The percentage of the demographic profile of the respondents in terms of year
level
80
No. of
68 66 66
70 Respondents
60 Percentage
50 No. of
Respondents
40 34.00 % 33.00 % 33.00 %
30 Percentage
20 No. of
Respondents
10
0 Percentage
First Year Second Year Third Year No. of
Respondents
Percentage
The figure exposes that the year level having 34 % of the respondents is in the
first year, while the other two year level having the same percentage which is 33 % is in
the second and third year.
their year level is the first year.
There are 200 respondents used in the study and the largest number of students
which answer the survey responds to the first year BSMT students which are 34%.
88
Figure 6. The percentage of the demographic profile of the respondents in terms of
academic grades
120
105
100 95 No. of
Respondents
80
Percentage
60 52.50 No. of
47.50
Respondents
40
Percentage
20
No. of
0 0.00
Respondents
0
1.0-1.99 2.0-2.99 3.0-3.99
Percentage
No. of
Respondents
The figure revealed that 52.50 % of the respondents are in the range of 2.0 – 2.99
Percentage
of academic grade while the remaining 47.50 % of the respondents are in the range of 1.0
– 1.99. Otherwise, there is no respondent with the academic grade of 3.0 – 3.99.
their academic grades are in the ranges of 2.0 – 2.99 which is 52.50 %.
The range of academic grades within 2.0 – 2.99, including 2.0 – 2.24, 2.25 – 2.49,
2.5 – 2.74, and 2.75 – 2.99, received the highest percentage of the respondents which is
52.50%. Therefore, majority of the respondents have a grade description of very
satisfactory, high average, average, and fair. On the other hand the grade ranging from 1.0
– 1.99 is just 5% away from the prevalent grades of the BSMT students.
89
Part II. The Extrinsic Motivational Factors Affecting the Academic Performance of
the BSMT Students of IGCFI
Table 1.1. The distribution of responses on the extrinsic motivational factors affecting the
academic performance of the BSMT students of IGCFI in terms of consequences and
punishment
Statement SA A DA SDA WM Analysis Rank

Because my parents/guardian take
away/reduced my allowance if I get a low 8 34 18 8 2.62 Agree 2.5
grade/failed
BSMT Because I want to avoid any rejection and
I punishment from not choosing the BSMT 10 30 20 8 2.62 Agree 2.5
course
Because I have paid enough and I don’t
24 35 6 3 3.18 Agree 1
want to see my future declining
TOTAL WEIGHTED MEAN 2.804 Agree
away/reduced my allowance if I get a low 9 21 25 8 2.38 Disagaree 3
grade/failed
II punishment from not choosing the BSMT 9 23 23 11 2.45 Disagaree 2
course
22 36 5 3 3.17 Agree 1
away/reduced my allowance if I get a low 9 25 17 15 2.42 Disagaree 2
grade/failed
III punishment from not choosing the BSMT 7 25 18 16 2.35 Disagaree 3
course
25 31 6 4 3.17 Agree 1
Legend: 3.26 – 4.00 (Strongly Agree); 2.51 – 3.25 (Agree); 1.76 – 2.50 (Disagree); 1.00 – 1.75 (Strongly Disagree)
Table 1 shows the frequency and the weighted mean distribution of the extrinsic
motivational factors affecting the academic performance of the BSMT students of IGCFI in
terms of consequences and punishment. Among the BSMT students, it can be figured that
the most identified factor of motivation in terms of consequences and punishments is they
90
have paid enough and I don’t want to see my future declining with a weighted mean of
3.18, 3.17 and 3.17 respectively from first year up to third year BSMT students and has an
agree analysis. It was followed by the statements where the parents will take
away/reduced my allowance if I get a low grade/failed and to avoid any rejection and
punishment from not choosing the BSMT course and both have an equal weighted mean
2.62 and have an analysis of agree among the first year students. For the second year
BSMT students, it was followed by the statement to avoid any rejection and punishment
from not choosing the BSMT course and have a weighted mean of 2.45 and disagree
analysis and lastly by the statement where parents will take away/reduced my allowance if
I get a low grade/failed which have 2.38 weighted mean and disagree analysis. For the
third year BSMT students, the second and third rank statement for the second year BSMT
students were interchanged and have a respective weighted mean of 2.42 and 2.35 and
have a disagree analysis.
Generally, the main extrinsic motivational factor for consequences and
punishments is that they have paid enough and they don’t want to see their future
declining which is based from the perspective of the BSMT students of IGCFI.
According to the Kathleen Follis (2015),failure in itself is not what terrifies students
suffering from this type of fear. Rather, they are afraid of the consequences when they fail.
In other words, students are afraid of being labeled as underachievers or, worse, empty-
headed failures.
If a student sees that getting good grades and fulfilling all school activities with
flying colors are the only means of gaining other people’s support and approval, then
losing that kind of trust because of failure is totally unacceptable. This trigger is more
91
applicable to college level students who are so close to their dream jobs. While finding a
good job after graduation is a strong motivator for students to perform in school, it can also
trigger fear of failure. Most students believe that increasing their chances of having a
decent job in the market means avoiding any form of failure in school at all costs.
(http://ttlearning.com/blog/how-to-conquer-the-fear-of-failing-in-school/)
92
academic performance of the BSMT students of IGCFI in terms of grades and
achievements

Strongly
Because I want to get high grades 36 30 1 1 3.49 2
Agree
BSMT Because I want to make the Dean’s List Strongly
30 34 3 1 3.37 3
I and get an academic scholarship Agree
Because high grades will ensure my Strongly
40 25 2 1 3.53 1
employment after I graduate Agree
TOTAL WEIGHTED MEAN 3.461 Strongly Agree

Strongly
Because I want to get high grades 1.5
37 27 1 1 3.52 Agree
BSMT Because I want to make the Dean’s List Strongly
3
II and get an academic scholarship 29 32 4 1 3.35 Agree
1.5
employment after I graduate 36 28 2 0 3.52 Agree

Strongly
Because I want to get high grades 2
35 27 4 0 3.47 Agree
BSMT Because I want to make the Dean’s List
Agree 3
III and get an academic scholarship 18 38 10 0 3.12
1
employment after I graduate 35 29 1 1 3.48 Agree
Table 1.2 shows the frequency and the weighted mean distribution of the extrinsic
terms of grades and achievements. For the first year and third year BSMT students, it
showed that the highest motivational factors is the high grades will ensure their
employment after they graduate and has a weighted mean of 3.53 and 3.48 respectively. It
was followed by the statement because I want to get high grades which garnered 3.49 and
3.47 weighted mean and a strongly agree statement for the said year levels respectively.
For the second year BSMT students, to get high grades and assurance of employment
93
after they graduate are the highest motivational factors in terms of grades and
achievements with a weighted mean of 3.52 and strongly agree analysis.
The investigated factors of extrinsic motivation in terms of grades and
achievements acquired 3.461,3.460, 3.359 total weighted mean and have a strongly agree
analysis from all year levels. In particular, the statement where high grades will ensure my
employment after I graduate portrayed the main influencing factors of extrinsic motivation
of the BSMT students.
According to Derek Thompson (2014), employers might not crave academic skills.
But students often qualify for the "right" internships by getting good grades in relevant
classes at challenging schools. In this calculation, a strong academic record buys you a
strong experience record, so when an employer is evaluating your internships, he's
indirectly evaluating your academic achievements, too.
(http://www.theatlantic.com/business/archive/2014/08/the-thing-employers-look-for-when-
hiring-recent-graduates/378693/)
94
academic performance of the BSMT students of IGCFI in terms of praise and recognition

Because I just want to impress everyone
26 35 5 2 3.25 Agree 1.5
that I am a future captain of the ship
BSMT Because I want to be recognized/praised as
25 35 8 0 3.25 Agree 1.5
I one of the best
Because I want to be famous among my
13 36 17 2 2.88 Agree 3
relatives

Because I just want to impress everyone Strongly
30 34 2 0 3.42 1
that I am a future captain of the ship Agree
BSMT Because I want to be recognized/praised as Strongly
23 41 2 0 3.32 2
II one of the best Agree
14 28 20 4 2.79 Agree 3
relatives

Because I just want to impress everyone
25 33 7 1 3.24 Agree 1
that I am a future captain of the ship
BSMT Because I want to be recognized/praised as
17 40 8 1 3.11 Agree 2
III one of the best
10 28 23 5 2.65 Agree 3
relatives
Table 1.3 shows the frequency and the weighted mean distribution of the extrinsic
terms of praise and recognition. For the first year BSMT students, the statement I just want
to impress everyone that I am a future captain of the ship and I want to be recognized or
praised as one of the best received equal weighted mean of 3.25. It was followed by the
statement to be famous among my relatives with a weighted mean of 2.88. All statement
portrayed the analysis of agreement. Among the second year BSMT students and third
year BSMT students, to impress everyone that I am a future captain of the ship received
the highest weighted mean of 3.42 and 3.24 and implied an analysis of strongly agree and
95
agree respectively. It was followed by the statement to be recognized or praised as one of
the best with respective weighted mean of 3.32 and 3.11, a strongly agree analysis and
agree analysis. Lastly, the table respectively defined to be famous among their relatives
the last rank statement which has 2.79 and 2.65 weighted mean, an agree analysis.
The statement of impressing everyone that I am a future captain of the ship
implied that the most affecting factor for their academic performance among BSMT
students IGCFI.
The statement connoted that most of the students of IGCFI wanted to reach the
apex of the nature of their career and be able to recognize there achievement. According
to Dr. Bob Nelson in the citation of Mary Kay Ash (2016), “While money is important to
employees, research shows that what motivates them really to perform — and to perform
at higher levels — is the thoughtful, personal kind of recognition that signifies true
appreciation for a job well done. Numerous studies have confirmed this. The motivation is
all the stronger if the recognition creates excitement, an enhanced sense of value and
respect, and story employees can impress and tell to family, friends, and associates
possibly for years to come.” (http://www.bestyearever.net/blog/use-praise-recognition-
keep-your-team-motivated/)
96
academic performance of the BSMT students of IGCFI in terms of rewards

Because of prospect of earning good Strongly
24 42 2 0 3.32 1
salary/wages being a deck officer Agree
Because of opportunity to travel 24 36 8 0 3.24 Agree 2
BSMT Because I want get the reward imposed by
10 35 19 4 2.75 Agree 3
I the teacher
Because I want new clothes or new phone
or new accessories in exchange of a high 6 32 22 8 2.53 Agree 4
grade

29 34 3 0 3.39 1
12 32 19 3 2.80 Agree 3
II the teacher
grade

31 33 1 1 3.42 1
11 28 23 4 2.70 Agree 3
III the teacher
grade
Table 1.4 presents the frequency and the weighted mean distribution of the
extrinsic motivational factors affecting the academic performance of the BSMT students of
IGCFI in terms of rewards. Majority of the students, the prospect of earning good salary or
wages being a deck officer received the highest weighted mean for year levels. It has a
weighted means of 3.32, 3.39, and 3.42 respectively and has a unanimous analysis of
strongly agree. It was followed by the statement of opportunity to travel with weighted
means of 3.24, 3.24, and 3.20 respectively representing an agree analysis. Third, to get
97
the reward imposed by the teacher with a respective weighted mean of 2.75, 2.80, and
2.70 and imply an agree analysis. Among the statements, clothes or new phone or new
accessories in exchange of a high grade has the lowest rank with a respective weighted
mean of 2.53, 2.67, and 2.62 and has an agree analysis.
The presented table implied that the majority of the BSMT students intend to have
an earning of good salary or wages being a deck officerwhich is a prospect on the nature
of their course.
According to the study of Caesar, Cahoon, &Fei (2015), study had highlighted the
key issues that motivate people to become seafarers in Australia. The perceptions of
Australian ship officers with regards to issues that incentivize them to continue working as
seafarers are explored. The results in the study are indicative of the unique aspects of the
Australian shipping industry which is noted for shorter voyage times, and high salaries.
Economic motives relate to good salaries and are the most common reason for people
choosing seafaring as a profession.
According to Borovnik, as cited by Caesar, Cahoon, &Fei (2015), seafarers are
primarily attracted to work onboard ships due to remuneration. Lindgren and Nilsson
elaborate that Filipino crew, who constitute a significant proportion of the global maritime
labour workforce, are attracted to sea by the relatively high wages when compared to what
is being offered in their country by employers for land-based jobs. This is quite arguable
since not all researchers agree to the idea that seafarers are paid high wages. Also, the
high rate of unemployment among the Filipino population adds to the reason why they
want to take up seafaring as a profession to earn wages.
(http://www.mastermariners2015.com.au/wp-c ontent/uploads/2015/04/Ceaser-Paper.pdf)
98
academic performance of the BSMT students of IGCFI in terms of family and peer
pressure

Because it is a family tradition that is why I
4 30 23 11 2.40 Disagaree 5
chose this profession
Because I want to bring honor and pride to Strongly
28 35 4 1 3.32 2
my family Agree
Because I don’t want to embarrass my Strongly
25 37 5 1 3.26 3
BSMT family Agree
I Because I am want relieve my life and my Strongly
37 29 2 0 3.51 1
family from the unwanted present situation Agree
Because I am pressured from the
expectations of my
17 42 7 2 3.09 Agree 4
friends/relatives/instructors to become the
officer of the ship

7 26 26 7 2.50 Disagaree 5
28 36 1 1 3.38 2
my family Agree
Because I don’t want to embarrass my
17 39 8 2 3.08 Agree 4
BSMT family
II Because I am want relieve my life and my Strongly
34 29 2 1 3.45 1
expectations of my
20 37 7 2 3.14 Agree 3
officer of the ship

8 18 32 8 2.39 Disagaree 5
30 33 2 1 3.39 2
my family Agree
Because I don’t want to embarrass my
23 37 5 1 3.24 Agree 3
BSMT family
III Because I am want relieve my life and my Strongly
37 27 2 0 3.53 1
expectations of my
20 37 4 5 3.09 Agree 4
officer of the ship
99
Table 1.5 presents the frequency and the weighted mean distribution of the
extrinsic motivational factors affecting the academic performance of the BSMT students of
IGCFI in terms of family and peer pressure. It is identical to the respondents all year levels
from first year to third year that they want to relieve their life and their family from the
unwanted present situation. It has a corresponding weighted mean of 3.51, 3.45, and 3.53
with a strongly agree analysis. Uniformly, the respondents also want to bring honor and
pride to their family as a succeeding factor of motivation and have a particular weighted
mean of 3.32, 3.38, and 3. 39 with another strong agree analysis. For the first and third
year students, the statement that the respondents don’t want to embarrass their family
obtain the third rank and the statement of being pressured from the expectations of their
friends/relatives/instructors to become the officer of the ship then followed. The third
ranked statement has a weighted mean of 3.26 and 3.24 and has a strongly agree and
agree analysis respectively among the first and the third year BSMT students. The fourth
rank has a weighted mean of both 3.09 and agrees analysis. These third and fourth ranked
statements where interchange in the area of second year BSMT students. It shows that the
statement being pressured from the expectations of their friends/relatives/instructors to
become the officer of the ship, the third ranked, has a weighted mean of 3.14 and has an
agree analysis. It was succeeded by the statement where respondents don’t want to
embarrass their family and it has 3.08 weighted mean and agree analysis. The last
statement, it is a family tradition that is why I chose this profession, has been identical to
all respondents respectively presenting 2.40, 2.50, and 2.39 weighted mean and has a
disagree statement.
100
It was a uniform motivation to the majority of the respondents that they want
relieve their life and their family from the unwanted present situation as an extrinsic factor
in terms family and peer pressure. On the other hand family tradition denotes a pessimistic
outcome on their corresponding perspective.
According to the figure 4 (the percentage of the demographic profile of the
respondents in terms of family income) of the study, as the majority of the respondents are
low income based family, the reason presented is supplementary to the objectives of the
respondents which become the source of their extrinsic motivation for academic
performance. According to Nina Lindgren and Jessica Nilsson (2011) in their study
entitled “Filipinos sailing on the seven seas – a qualitative study of Filipino seafarers
working on international vessels”, the rough labour market in the Philippines affects the
employability. The Philippines has an unemployment rate of in-between 7-8 percent.
Therefore, many Filipinos are seeking employment overseas. Today, ten percent of the
population is working on the globalized market. The globalization has affected the industry,
where 28 percent of the entire world’s seafarers are Filipinos.
(http://bada.hb.se/bitstream/2320/10667/1/Lindgren_Nilsson.pdf)
According to Eric Jensen (2009), students from low-income households are more
likely to struggle with engagement for seven reasons by simply understanding each and
every one. (1) Children who grow up in poor families are exposed to food with lower
nutritional value. But, physical activity will reduce some of the issues associated with poor
nutrition and will build student health. Moreover, skipping breakfast is highly prevalent
among urban minority youth, and it negatively affects students' academic achievement by
adversely affecting cognition and raising absenteeism. (2) Teachers can incorporate
101
vocabulary practice into daily rituals. Teachers must be relentless about introducing and
using new words. Include vocabulary building in engagement activities. (3) Students who
show little or no effort are simply giving you feedback. When the learning got you excited,
curious, and intrigued, you put out more effort. The feedback is about themselves and
about your class. (4) Poor is associated with lowered expectations about future outcomes.
But, expectations and focus on affirming and reinforcing effort. Guide students in making
smarter strategy choices and cultivating a positive attitude. (5) Many children who struggle
cognitively either act out or shut down. But cognitive capacity, as well as intelligence, is a
teachable skill. (6) Children with unstable home lives are particularly in need of strong,
positive, caring adults. The more you care, the better the foundation for interventions. (7)
Acute and chronic stress—known as distress—is toxic. Low-income parents' chronic stress
affects their kids. But, having a sense of control is the fundamental element that helps
diminish the effects of chronic and acute stress.
(http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-
Poverty-Affects-Classroom-Engagement.aspx)
102
Part III. The Intrinsic Motivational Factors Affecting the Academic Performance of
the BSMT Students of IGCFI
Table 2.1. The distribution of responses on the intrinsic motivational factors affecting the
academic performance of the BSMT students of IGCFI in terms of fun

Because I simply enjoy the BSMT course
and I am dedicated in my chosen 25 36 6 1 3.25 Agree 1
profession.
BSMT Because I enjoy learning various subjects
I 20 44 4 0 3.24 Agree 2.5
relevant to my course
Because I enjoy the discussion made by the
19 46 3 0 3.24 Agree 2.5
instructors

Strongly
and I am dedicated in my chosen 28 34 4 0 3.36 1
Agree
profession.
BSMT Because I enjoy learning various subjects Strongly
II 19 46 1 0 3.27 2
relevant to my course Agree
17 43 6 0 3.17 Agree 3
instructors

Strongly
and I am dedicated in my chosen 30 35 1 0 3.44 1
Agree
profession.
BSMT Because I enjoy learning various subjects Strongly
III 23 39 2 2 3.26 3
relevant to my course Agree
Because I enjoy the discussion made by the Strongly
22 40 4 0 3.27 2
instructors Agree
Table 2.1 shows the frequency and the weighted mean distribution of the intrinsic
terms of fun. Majority of the respondents respond to the statement of simply enjoying the
BSMT course and dedicated in their chosen profession. It has a respective weighted mean
of 3.25, 3.36, and 3.44 and has an agree analysis for the first year BSMT student and
strongly agree analysis for both second and third year BSMT students. The succeeding
103
factors differed among the respondents of the study. For the first year BSMT students, the
statements I enjoy learning various subjects relevant to my course and I enjoy the
discussion made by the instructors have identical weighted mean of 3.24 and agree
analysis. Among the second BSMT students, the statement, I enjoy learning various
subjects relevant to my course, ranked second and have a weighted mean of 3.27 and
strongly agree analysis. It was followed by the enjoyment on the discussion made by the
instructors with 3.17 weighted mean and agree analysis. For the third year BSMT students,
the ranks of the second and third statement were interchanged. The statement of
enjoyment on the discussion made by the instructors is now second it garnered a 3.27
weighted mean and strongly agree analysis. It was just followed by the statement of
enjoyment of learning of various subjects relevant to my course which has 3.26 weighted
mean and a strongly agree analysis.
The information indicated on the table presents the most encountered intrinsic
motivation of the BSMT students in terms fun. It figured that BSMT students of IGCFI were
mostly enjoying their course and dedicated in their chosen profession.
According to Intellectual Reserve, Inc. (2012), the career you choose will be one of
the most important decisions you will make. President Thomas S. Monson said, “My
advice is that you should study and prepare for your life’s work in a field that you enjoy,
because you are going to spend a good share of your life in that field. It should be one
which will challenge your intellect and which will make maximum utilization of your talents
and your capabilities. Finally, it should be a field that will supply sufficient remuneration
[salary] to provide adequately for your companion and your children”.
(https://www.ldsjobs.org/ers/ct/articles/choosing-a-profession?lang=eng)
104
According to Curt Rosengren (2011), doing work you love is energizing. It creates
a virtuous circle. You do the work and that energizes you, which in turn means that you
have more energy to put into doing the work. You have more energy, on a more
sustainable basis, to put into success (http://money.usnews.com/money/blogs/outside-
voices-careers/2011/03/03/how-loving-your-job-helps-you-succeed)
105
academic performance of the BSMT students of IGCFI in terms of autonomy or control

Because I want to become a successful Strongly
30 37 1 0 3.43 1
deck officer Agree
BSMT Because I want to control my life through
I Strongly
my volitional choices with respect to my 27 39 2 0 3.37 2
Agree
prospective profession

38 23 4 1 3.48 1
deck officer Agree
II Strongly
Agree

46 17 2 1 3.64 1
deck officer Agree
III Strongly
Agree

terms of autonomy or control.
The results in this field portrayed similarities in the different year levels. It is figured that the
statement, because I want to become a successful deck officer, garnered the highest
weighted mean of 3.43, 3.48, and 3.64 respectively among the respondents and have a
strongly agree analysis. It was succeeded by the statement, because I want to control my
life through my volitional choices with respect to my prospective profession, which also
garnered a strongly agree analysis and a respective weighted mean of 3.37, 3.29, and
3.30.
106
In general, most of the respondents are motivated because they perceived that
they will become a successful deck officer which has the greatest impact on the academic
performance in terms autonomy and control.
The statement garnered a remarkable weighted mean of 3.43, 3.48, and 3.64 from
the first year to third year BSMT students which a strongly agree analysis on the factor of
the extrinsic motivation terms of volition or control. Therefore, majority of the answers from
respondents are capable of influencing their will and decided to become a successful deck
officer which is a long term goal affecting their academic performance.
107
academic performance of the BSMT students of IGCFI in terms of challenge
Because it is a challenging task 19 45 4 0 3.22 Agree 1

Because I like the challenges that maritime
15 50 3 0 3.18 Agree 2.5
BSMT program offers to me
I Because I feel that my existence challenges
my satisfaction of my personal goals and 18 44 6 0 3.18 Agree 2.5
needs
Because it is a challenging task 16 43 7 0 3.14 Agree 2

11 44 11 1 3.02 Agree 3
BSMT program offers to me
II Because I feel that my existence challenges
my satisfaction of my personal goals and 20 39 6 1 3.18 Agree 1
needs
Strongly
Because it is a challenging task 22 41 3 0 3.29 1.5
Agree
BSMT 14 44 7 1 3.08 Agree 3
program offers to me
III Because I feel that my existence challenges
Strongly
my satisfaction of my personal goals and 25 36 4 1 3.29 1.5
Agree
needs
terms of challenge. The data showed has varying results among the respondents. For the
first year BSMT students, challenging task has the greatest impact on their academic
performance which has 3.22 weighted mean and has an agree analysis. It was just
followed by the statements because I like the challenges that maritime program offers to
me and because I feel that my existence challenges my satisfaction of my personal goals
and needs and has an equal rank, both are agree analysis, and have equal weighted
108
mean of 3.18. Among the second year BSMT students, the statement, because I feel that
my existence challenges my satisfaction of my personal goals and needs, is more
predominant and has the greatest impact in their academic performance with 3.18
weighted mean. Challenging task ranked second among the perspective of the second
year BSMT students and has 3.14 weighted mean. Lastly, the statement,because I like the
challenges that maritime program offers to me, has a weighted mean of 3.02. All
statements inferred among the second year BSMT students have agree analysis. Among
the third year BSMT students, challenging task and the statement that respondents feel
that their existence challenges their satisfaction of their personal goals and needs has the
highest influence in their academic performance with 3.29 weighted mean and strongly
agree analysis. The statement, because I like the challenges that maritime program offers
to me, just followed and has a 3.08 weighted mean and an agree analysis.
On the other hand, the statements inferred have varying results among the
respondents in the intrinsic motivation in terms of challenges. It showed that challenging
task, predominant among the first and third year BSMT students, and the statement,
because I feel that my existence challenges my satisfaction of my personal goals and
needs, prevalent factor among the second year and third year BSMT students have the
greatest impact in their academic performance.
Challenging task is predominant among the first and third year BSMT students.
According to Matt S. Giani and Christina M. O’Guinn (2010), intrinsic motivation facilitates
learning, and when students acquire new skills and observe their own growth, they feel
more successful and their intrinsic desire to learn increases. Furthermore, when we are
intrinsically motivated, we prefer challenges that increase our learning over easy work that
109
does not enhance our skills/knowledge.
(https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=15&cad=rja&uac
t=8&ved=0ahUKEwi-
lYLhzIPLAhUDnJQKHaK7DLMQFghlMA4&url=http%3A%2F%2Fjgc.stanford.edu%2Fdocs
%2FYiM_WA3_Motivation_to_Learn.doc&usg=AFQjCNF67SzycDKHpFGguv8kOBW1qsJ
uuA&bvm=bv.114733917,d.dGo)
Moreover, the statement, I feel that my existence challenges my satisfaction of my
personal goals and needs, is prevalent factor among the second year and third year BSMT
students. According to the book of Sanchez, Abad, and Jao (1996) entitled “General
psychology”, Abraham Maslow presents five levels arranged in a hierarchy, the Theory of
Sequential Development (Maslow’s Hierarchy of Needs), which is the organization of basic
needs arranged from lowest to highest levels, they are the self- actualization needs (or
needs fir self- fulfillment, need to develop one’s potentialities to the fullest), esteem and
prestige needs (recognition, self- respect, honor), belongingness and love needs
(affection, affiliation, identification), safety and security needs (stability, security, order) and
the physiological needs (hunger, oxygen and thirst). The theory explains why people are
likely to be motivated most strongly by what they do not have. When needs on the lower
level are fulfilled, those on the higher level emerge and demand satisfaction
110
academic performance of the BSMT students of IGCFI in terms of growth and skill
development

Because it is for my own development and Strongly
35 33 0 0 3.51 2
growth Agree
BSMT Because I feel that I need growth relevant Strongly
26 41 1 0 3.37 3
I to self-esteem Agree
When my grades are high and I feel a Strongly
37 30 1 0 3.53 1
satisfaction and yearn for more Agree

Because it is for my own development and Strongly
34 29 2 1 3.45 1
growth Agree
28 34 3 1 3.35 3
II to self-esteem Agree
31 30 4 1 3.38 2

Because it is for my own development and
25 30 1 0 2.91 Agree 3
growth
30 33 2 1 3.39 2
III to self-esteem Agree
32 32 1 1 3.44 1
terms of growth and skill development. For the first year and third BMST students, the
statement, when my grades are high and I feel a satisfaction and yearn for more, implied
the highest motivational factor in the intrinsic motivation and has a weighted mean of 3.53
and 3.44 respectively. Among the second year BSMT students, the statement, because it
is for my own development and growth, is the leading factor with 3.45 weighted mean.
Moreover, all prevalent factors among the respondents have a strongly agree analysis.
111
The statement, because it is for my own development and growth, ranked second among
the first year BSMT students which has 3.51 weighted mean and ranked third among the
among the third year BSMT students and has a respective weighted mean of 3.51 and
2.91 and strongly agree and agree analysis. The statement, because I feel that I need
growth relevant to self-esteem, ranked third among the first and second year BSMT
students of IGCFI and ranked second among the third year BSMT students. It has a
respective weighted mean of 3.37, 3.35, and 3.39 from first year up to third year BSMT
students and has a strongly agree analysis. The statement, when my grades are high and I
feel a satisfaction and yearn for more, ranked second among the second year BSMT
students with a weighted mean of 3.38 and a strongly agree analysis.
Majority of the responses, grades which are high that yields satisfaction and yearn
for more is the chief factor of intrinsic motivation in terms of growth and skill development.
According to Alexandra Shafran (2015), students develop an addiction to the rigor
of their classes and measure their success based on how they perform in school.
Increasing course rigor can challenge students to perform better academically, but
“Students begin to develop a mentality solely based off of numbers,” Eric Goolish, as cited
by Shafran, said “they become obsessed with points and have their motivation for school
stem from the accumulation of them and not about learning the information.” Through
motivating themselves to gain as many points, students become highly aware of the
competition that is presented to them in such a highly intelligent and competitive
atmosphere. On the other hand, students feel that being too aware of grades can actually
hurt a student’s success. (http://www.statesmanshs.org/1128/features/are-students-
addicted-to-good-grades/)
112
academic performance of the BSMT students of IGCFI in terms of competence

Because of I see others as inspirations who Strongly
31 32 4 1 3.37 1
are already successful seafarers Agree
Because I found my instructors as well as
BSMT others successful seafarers a competitor to Strongly
22 43 3 0 3.28 3
I the maritime industry and requires for Agree
development of my skills
When my grades are low and I feel that Strongly
26 40 2 0 3.35 2
need to be competent enough Agree
30 34 1 1 3.41 1
are already successful seafarers Agree
BSMT others successful seafarers a competitor to
20 39 6 1 3.18 Agree 3
II the maritime industry and requires for
development of my skills
26 37 2 1 3.33 2
need to be competent enough Agree
1
are already successful seafarers 36 27 3 0 3.50 Agree
BSMT others successful seafarers a competitor to Strongly
3
III the maritime industry and requires for Agree
development of my skills 25 36 4 1 3.29
2
need to be competent enough 32 30 4 0 3.42 Agree
terms of competence. The response in this particular table is identical to the majority of the
respondents. Firstly, the statement as the respondents saw others as inspirations who are
already successful seafarers is eminent and has a respective weighted means of 3.37,
3.41, and 3.50 and all strongly agree analysis. Secondly, the statement, when my grades
are low and I feel that need to be competent enough, has a respective weighted mean of
113
3.35, 3.33, and 3.42 and strongly agree analysis. Lastly, the statement, because I found
my instructors as well as others successful seafarers a competitor to the maritime industry
and requires for development of my skills, has a respective weighted mean of 3.28, 3.18,
and 3.29 and a strongly agree, agree, and strongly agree analysis.
The main factor affecting the academic performance of the BSMT students of
IGCFI in terms of competence is the perspective of the BSMT students on others as
inspirations who are already successful seafarers.
According Maria More (2013), the more you focus on what the next man has, the
less attention you give to building your own empire. Believe it or not, but there’s no limit to
success and just because someone else is doing well doesn’t mean you can do the same.
So, instead of being jealous, be grateful that you are exposed to the success of others and
use it as inspiration! (http://hotspotatl.com/2871683/midday-motivation-dont-be-jealous-be-
inspired-by-the-success-of-others/)
114
academic performance of the BSMT students of IGCFI in terms of curiosity

Because of the quality of the equipment,
13 44 9 2 3.00 Agree 4
facilities, services which grabs my attention
Because of an activity which stimulates my
20 41 6 1 3.18 Agree 2
BSMT eagerness to learn more
I Because I want to learn new things
14 48 6 0 3.12 Agree 3
irrespective to the subjects that I am taking
Because of the teaching style of my
16 52 0 0 3.24 Agree 1
instructors
BSMT Because of the quality of the equipment,

19 36 9 2 3.09 Agree 3
II facilities, services which grabs my attention
16 45 5 0 3.17 Agree 1
eagerness to learn more
Because I want to learn new things
18 38 9 1 3.11 Agree 2
15 42 7 2 3.06 Agree 4
instructors
BSMT Because of the quality of the equipment,

18 41 5 2 3.14 Agree 3
III facilities, services which grabs my attention
Because of an activity which stimulates my Strongly
25 38 3 0 3.33 1
eagerness to learn more Agree
Because I want to learn new things
21 37 6 2 3.17 Agree 2
14 42 9 1 3.05 Agree 4
instructors
terms of curiosity. It can be inferred that the majority of the response is linked with the
statement, because of an activity which stimulates my eagerness to learn more, according
to the perspective of the of the second and third year BSMT students which has a
weighted mean of 3.17 and 3.33 and agree and strongly agree analysis. This statement is
ranked second in the point of view of the first year students with a weighted mean of 3.18
115
and agrees analysis. The statement where the respondents wants to learn new things
irrespective to the subjects that their taking is ranked second in the view of the second and
third year BSMT students with respective 3.11 and 3.17 weighted mean and both agree
analysis. Among the first year students, this was only 3.12 weighted mean and agree
analysis. The statement, because of the quality of the equipment, facilities, services which
grabs my attention, was ranked third. This response is according to the perception of the
second and third year BSMT students of IGCFI with corresponding weighted mean of 3.09
and 3.14 and both agree analysis. It was ranked last among the first year and has a
weighted mean of 3.00 and agree analysis. The statement which relates to the teaching
style of the instructors was the last ranked in response of the second and third year
students with corresponding weighted mean of 3.06 and 3.05 and both agree analysis.
This statement was the most influencing factor in the intrinsic motivation in terms of
curiosity among the first year BSMT students with a weighted mean of 3.24 and has agree
analysis.
It can be deduced that the most influencing intrinsic factor affecting the academic
performance of the respondents in terms of curiosity is the activity which stimulates the
respondents’ eagerness to learn more. Moreover, the teaching styles of the instructors
were more apparent in the perspective of the first year BSMT students.
According to Kendra (2015), when something about the activity stimulates the
person to want to learn more, it grabs the individual's attention (Cognitive curiosity).
(http://psychology.about.com/od/motivation/f/intrinsic-motivation.htm).
According to Weisser (2015), curiosity which attracts the learner's attention is
due to the optimal level of discrepancy between present knowledge or skills and what
116
these could be if the learner engaged in some activity. (https://list.ly/list/hK-the-7-primary-
factors-of-intrinsic-motivation.html)
Moreover, according to Baranes and Oudeyer (2013), humans, and some other
animals, devote much time and energy to exploring and obtaining information, and
sometimes the search for information can be independent of a foreseeable profit, as if
learning were reinforcing in and of itself. This is associated to our high degree of curiosity,
our intrinsic desire to know and understand.Further identifying the richness and variety of
intrinsic motivation mechanisms, this led us to establish fundamental links between
curiosity-driven learning and cognitive development. (https://flowers.inria.fr/curiosity/)
On the other hand, teaching style of the instructors contribute more to the curiosity
of the first year BSMT students. In relation to the study of Kendra (2015), it is a curiosity
which internal motivation is increased when something in the physical environment grabs
the individual's attention (sensory curiosity)
(http://psychology.about.com/od/motivation/f/intrinsic-motivation.htm).
Ayub (2010) also suggest that when teachers are caring and supportive and
emphasize the teaching learning process over the performance outcomes, and when they
give feedback, children tend to be motivated to achieve and to expect success.
(http://www.academia.edu/2599275/Effect_of_intrinsic_and_extrinsic_motivation_on_acad
emic_performance)
117
academic performance of the BSMT students of IGCFI in terms of interest or value

Because I value such knowledge relevant to Strongly
27 39 2 0 3.37 2
BSMT my profession Agree
I Because I am interest on the activities Strongly
32 33 3 0 3.43 1
engaged in the works of seafarers Agree

29 32 4 1 3.35 1
II Because I am interest on the activities Strongly
24 36 5 1 3.26 2

30 32 3 0 3.36 1
III Because I am interest on the activities Strongly
26 37 3 0 3.35 2
terms of interest or value. Among second year and third year BSMT students, the
statement, because I value such knowledge relevant to my profession, has the greatest
impact on their academic performance. It has respective weighted mean of 3.35 and 3.36.
Secondly, the statement, because I am interest on the activities engaged in the works of
seafarers, has a respective weighted mean of 3.26 and 3.35. Among the second year
BSMT students, the ranks of the statements were interchanged making the statement,
because I am interest on the activities engaged in the works of seafarers, more prevalent
than the other one. It has now a weighted mean 3.43. The second ranked, because I value
118
such knowledge relevant to my profession, has a weighted mean 3.37. Moreover, all
statements were analyzed strongly agree.
The results of the statement in terms of interest or value were identical between
the second year and third year students. It can be inferred that most of them value such
knowledge relevant to their profession. On the other hand, most of the first BSMT students
were interested on the activities in the works of seafarers.
Among the second and third year BSMT students, respondents are goaded in
valuing the knowledge which is imperative in their prospective careers. According to
by Steven Bradley (2012),when it comes to knowledge there are different kinds of
knowledge and different ways of acquiring each kind. On one side is theory (can often lead
to a deeper understand of a concept through seeing it in context of a greater whole and
understanding the why behind it) and on the other side is the practical application of theory
(lead to a deeper understanding of a concept through the act of doing and personal
experience of your trade and reality of life). Both types of knowledge are important and
both make you better at whatever you do. Those who advance the furthest in life tend to
be those who acquire knowledge at both ends of the spectrum and acquire it in a variety of
ways. (http://vanseodesign.com/whatever/theoretical-practical-knowledge/).
On the other hand, first year BSMT students are more interested in the activities
onboard than the knowledge preferred by the higher year levels. This result may derive
from the introductory perspective of the students in the works onboard and not on the art of
being a deck officer itself.
119
Part IV. The Differences of the Extrinsic Motivational Factors between Academic
Subjects
Table 3.1.The distribution of responses on the differences of extrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of consequences and
punishment
Statement Math Eng Maritime Highest Rank

Average
Because my parents/guardian take away/reduced
BSMT I my allowance if I get a low grade/failed 23 11 34 Maritime 3
Because I want to avoid any rejection and
punishment from not choosing the BSMT course 9 20 39 Maritime 1.5
Because I have paid enough and I don’t want to
see my future declining 15 14 39 Maritime 1.5
Highest
Statement Math Eng Maritime Rank
Average
BSMT my allowance if I get a low grade/failed 22 7 38 Maritime 2
II Because I want to avoid any rejection and
punishment from not choosing the BSMT course 19 11 37 Maritime 3
see my future declining 15 10 42 Maritime 1

Average
BSMT
my allowance if I get a low grade/failed 19 7 38 Maritime 3
III
Because I want to avoid any rejection and
punishment from not choosing the BSMT course 9 10 45 Maritime 2
see my future declining 7 13 46 Maritime 1
Table 3.1 shows the distribution of the differences of extrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of consequences and
punishment. This explained that the indicated extrinsic motivational factors in terms of
consequences and punishments are more encountered on maritime professional subjects.
It can be figured out that the most encountered factor of motivation in terms of
consequences and punishmentsfrom the first year BSMT students is “because I have paid
enough and I don’t want to see my future declining” and “because I want to avoid any
120
rejection and punishment from not choosing the BSMT course” with both 39 number of
respondents answered whilefrom the second year andthird year BSMT students in terms
of consequences and punishments is “because I have paid enough and I don’t want to see
my future declining with 42 and 46 number of respondents who answered”.
The most encountered extrinsic factor of motivation in terms of consequences and
punishments based on the total number of respondents who answered on the maritime
professional subjects is “because I have paid enough and I don’t want to see my future
declining”.
121
Table 3.2. The distribution of responses on the differences of extrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of grades and
achievements

Average
Because I want to get high grades
BSMT I 16 14 38 Maritime 3
Because I want to make the Dean’s List and get
an academic scholarship 14 12 42 Maritime 2
Because high grades will ensure my
employment after I graduate 14 10 44 Maritime 1

Average
BSMT Because I want to get high grades
14 8 45 Maritime 1
II

Average
BSMT Because I want to get high grades
32 8 48 Maritime 3
III
between academic subjects of the BSMT students of IGCFI in terms ofgrades and
achievements. This explained that the indicated extrinsic motivational factors in terms of
grades and achievements are more encountered on maritime professional subjects. It
presented that the most encountered factor of in terms of grades and
achievementsmotivation from first year and third year is “because high grades will ensure
my employment after I graduate” with44 and 52 number of respondents answered while
from the second year is “because I want to get high grades with 45 number of respondents
answered”.
122
Overall, themost encountered extrinsic factor of motivation in terms of grades and
achievements based on the total number of respondents who answered on the maritime
professional subject is “because I want to make the Dean’s List and get an academic
scholarship”.
Table 3.3.The distribution of responses on the differences of extrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of praise and
recognition

Average
Because I just want to impress everyone that I
BSMT I am a future captain of the ship 14 12 42 Maritime 1
Because I want to be recognized/praised as one
of the best 13 17 38 Maritime 3
relatives 10 17 41 Maritime 2

Average
BSMT
am a future captain of the ship 13 11 42 Maritime 2.5
II
of the best 12 13 42 Maritime 2.5

Average
BSMT
am a future captain of the ship 10 4 51 Maritime 1
III
of the best 9 10 47 Maritime 3
between academic subjects of the BSMT students of IGCFI in terms ofpraise and
recognition. This explained that the indicated extrinsic motivational factors in terms of
praise and recognition are more encountered on maritime professional subjects. It
appeared that the most encountered factor of motivation in terms of praise and recognition
123
from the first year and third year is “because I just want to impress everyone that I am a
future captain of the ship” with42 and 51number of respondents answered while from the
second year is because I want to be famous among my relatives with 43 number of
respondents who answered.
The most encountered extrinsic factor of motivation in terms of praise and
recognition of based on the total number of respondents who answered on the maritime
professional subject is “because I just want to impress everyone that I am a future captain
of the ship”.
124
between academic subjects of the BSMT students of IGCFI in terms of rewards

Average
Because of prospect of earning good
salary/wages being a deck officer 7 9 52 Maritime 1
BSMT I
Because of opportunity to travel 7 20 41 Maritime 3
Because I want get the reward imposed by the
teacher 11 22 35 Maritime 4
Because I want new clothes or new phone or
new accessories in exchange of a high grade 12 14 42 Maritime 2

Average
BSMT
II Because of opportunity to travel
11 10 46 Maritime 1
teacher 12 16 39 Maritime 4
new accessories in exchange of a high grade 11 14 42 Maritime 3

Average
BSMT
III Because of opportunity to travel
8 14 45 Maritime 4
teacher 6 12 48 Maritime 1.5
new accessories in exchange of a high grade 7 10 48 Maritime 1.5
between academic subjects of the BSMT students of IGCFI in terms ofrewards. This
explained that the indicated extrinsic motivational factors in terms of rewards are more
encountered on maritime professional subjects. It can be figured out that the most
encountered factor of motivation in terms of rewards from the first year is because of
prospect of earning good salary/wages being a deck officer with 52 number of respondents
answered, from the second year is because of opportunity to travel with 46 number of
respondents answered and from the third year is because I want get the reward imposed
125
by the teacher and because I want new clothes or new phone or new accessories in
exchange of a high grade with both 48 number of respondents who answered.
Majority, the most encountered extrinsic factor of motivation in terms of rewards
based on the total number of respondents who answered on the maritime professional
subject is “because of prospect of earning good salary/wages being a deck officer”.
126
between academic subjects of the BSMT students of IGCFI in terms of family and peer
pressure
Highest
Statement Math Eng Maritime
Average Rank
Because it is a family tradition that is why I chose 2
this profession 14 12 42 Maritime
Because I want to bring honor and pride to my 5
family 17 12 39 Maritime
BSMT I 3.5
Because I don’t want to embarrass my family
12 16 40 Maritime
Because I am want relieve my life and my family 3.5
from the unwanted present situation 10 18 40 Maritime
Because I am pressured from the expectations of 1
my friends/relatives/instructors to become the Maritime
officer of the ship 13 11 44

Average
Because it is a family tradition that is why I chose
this profession 15 11 41 Maritime 5
Because I want to bring honor and pride to my
BSMT family 9 14 44 Maritime 2.5
II
Because I don’t want to embarrass my family
10 13 44 Maritime 2.5
Because I am want relieve my life and my family
from the unwanted present situation 10 11 46 Maritime 1
Because I am pressured from the expectations of
my friends/relatives/instructors to become the Maritime 4
Highest
Statement Math Eng Maritime Rank
Average
Because it is a family tradition that is why I chose
this profession 7 9 48 Maritime 1
Because I want to bring honor and pride to my
family 10 12 44 Maritime 5
BSMT
III Because I don’t want to embarrass my family
16 8 46 Maritime 4
Because I am want relieve my life and my family
from the unwanted present situation 10 11 47 Maritime 2.5
Because I am pressured from the expectations of
my friends/relatives/instructors to become the Maritime 2.5
between academic subjects of the BSMT students of IGCFI in terms of family and peer
pressure.This explained thatthe indicated extrinsic motivational factors in terms of family
127
and peer pressure are more encountered on maritime professional subjects. It appeared
that the most encountered factor of motivation in terms of family and peer pressure from
the first year is “because I am want relieve my life and my family from the unwanted
present situation” with 44 number of respondents answered, from the second year is
“because of opportunity to travel” with 46 number of respondents answered and from the
third year is “because it is a family tradition that is why I chose this profession with 48
number of respondents who answered.
Lastly, the statement “because I am pressured from the expectations of my
friends/relatives/instructors to become the officer of the ship” got the highest number of
respondents who answered under the maritime professional subjectsin terms of family and
peer pressure.
In general, according to Ayub (2010) extrinsically motivated students tend to focus
on earning higher grades, obtaining rewards and acceptance from
peers.(http://www.academia.edu/2599275/Effect_of_intrinsic_and_extrinsic_motivation_on
_academic_performance)
128
Part V. The Differences between the Intrinsic Motivational Factors to the Academic
Subjects
Table 4.1. The distribution of responses on the differences of intrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of fun

Average
Because I simply enjoy the BSMT course and I
BSMT I am dedicated in my chosen profession. 16 14 38 Maritime 1.5
Because I enjoy learning various subjects
relevant to my course 21 17 30 Maritime 3
Maritime
instructors 16 14 38 1.5

Average
BSMT
am dedicated in my chosen profession. 10 6 51 Maritime 1
II
Maritime
instructors 15 9 42 2

Average
BSMT
am dedicated in my chosen profession. 4 4 51 Maritime 2
III
Maritime
instructors 4 5 53 1
Table 4.1 shows the distribution of the differences of intrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of fun. This explained
that the indicated intrinsic motivational factors in terms of fun are more encountered on
maritime professional subjects. It seemed that the most encountered factor of motivation in
terms of fun from first year is “because I simply enjoy the BSMT course and I am dedicated
in my chosen profession” and “because I enjoy the discussion made by the instructors”
with both 38 number of respondents who answered, from the second yearis “because I
129
simply enjoy the BSMT course and I am dedicated in my chosen profession” with 51
number of respondents who answered and fromthird year is “because I enjoy the
discussion made by the instructors” with 53 number of respondents who answered.
In general,the highest number of respondents who answered on the maritime
professional subjects in terms of fun is“because I simply enjoy the BSMT course and I am
dedicated in my chosen profession”.
between academic subjects of the BSMT students of IGCFI in terms of autonomy or
control

Average
Because I want to become a successful deck
BSMT I
officer 13 12 43 Maritime 1
Because I want to control my life through my
volitional choices with respect to my prospective 2
profession 14 13 41 Maritime
Highest
Average Rank
Because I want to become a successful deck
BSMT II officer 14 7 46 Maritime 2
volitional choices with respect to my prospective
profession 8 11 47 Maritime 1

Average
BSMT Because I want to become a successful deck
III officer 8 10 48 Maritime 2
volitional choices with respect to my prospective
profession 1
6 8 51 Maritime
between academic subjects of the BSMT students of IGCFI in terms of autonomy or
control. This explained that the indicated intrinsic motivational factors in terms of autonomy
130
or control are more encountered on maritime professional subjects. It presented that the
most encountered factor of motivation in terms of autonomy or control from first year is
“because I want to become a successful deck officer” with 43 number of respondents who
answered, from the second year is “because I want to control my life through my volitional
choices with respect to my prospective profession”with 47 number of respondents who
answered and from the third year is “because I want to control my life through my volitional
choices with respect to my prospective profession” with 51 number of respondents who
answered.
The most encountered factor in terms of autonomy or control based on the total
number of respondents who answered on the maritime professional subjectis “because I
want to control my life through my volitional choices with respect to my prospective
profession”.
131
Table 4.3. The distribution of the responses on the differences of intrinsic motivational
factors between academic subjects of the BSMT students of IGCFI in terms of challenge
Statement Math Eng Maritime Highest

Average Rank
Because it is a challenging task 24 10 34 Maritime 3
BSMT I
program offers to me 12 19 37 Maritime 1
Because I feel that my existence challenges my
satisfaction of my personal goals and needs 21 12 35 Maritime 2
Statement Math Eng Maritime Highest

Rank
Average
BSMT Because it is a challenging task 12 9 45 Maritime 1.5
II Because I like the challenges that maritime
program offers to me 9 12 45 Maritime 1.5
Highest
Average Rank
Because it is a challenging task 15 7 44 Maritime 3
BSMT
III
program offers to me 12 5 49 Maritime 2
between academic subjects of the BSMT students of IGCFI in terms of challenge. This
explained that the indicated intrinsic motivational factors in terms of challenge are more
encountered on maritime professional subjects. It appeared that the most encountered
factor of motivation in terms of challenge from first year is “because I like the challenges
that maritime program offers to me” with 37 number of respondents who answered, from
the second year is “because it is a challenging task” and “because I like the challenges
that maritime program offers to me” with both 45 number of respondents who answered
and from the third year is “because I feel that my existence challenges my satisfaction of
my personal goals and needs with 55 number of respondents who answered”.
132
Majority, on the maritime professional subjects in terms of challenge, “because I
feel that my existence challenges my satisfaction of my personal goals and needs”got the
highest number of respondents who answered.
Table 4.4.The distribution of responses on the differences of intrinsic motivational factors
between academic subjects of the BSMT students of IGCFI in terms of growth and skill
development
Maritime Highest
Statement Math Eng
Average Rank
Because it is for my own development and
growth 15 15 38 Maritime 3
BSMT I
Because I feel that I need growth relevant to self-
esteem 12 21 45 Maritime 1
When my grades are high and I feel a
satisfaction and yearn for more 8 16 44 Maritime 2

Average
Because it is for my own development and 2.5
BSMT
growth 11 13 42 Maritime
II
Because I feel that I need growth relevant to self- 2.5
esteem 15 9 42 Maritime
When my grades are high and I feel a
satisfaction and yearn for more 12 7 47 Maritime 1

Average
BSMT Because it is for my own development and 1

III growth 10 7 49 Maritime
Because I feel that I need growth relevant to self-
esteem 12 11 43 Maritime 3
When my grades are high and I feel a 2
satisfaction and yearn for more 11 7 48 Maritime
between academic subjects of the BSMT students of IGCFI in terms of growth and skill
development. This explained that the indicated intrinsic motivational factors in terms of
growth and skill development are more encountered on maritime professional subjects. It
seemed that the most encountered factor of motivation in terms of growth and skill
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development from first year is “because I like the challenges that maritime program offers
to me” with 45 number of respondents who answered, from the second year is “when my
grades are high and I feel a satisfaction and yearn for more” with47 number of
respondents who answered and from the third year is “because it is for my own
development and growth” with 49 number of respondents who answered.
In general, the most encountered intrinsic factor of motivation in terms of growth
and skill development based on the total number of respondents who answered on the
maritime professional subject is “when my grades are high and I feel a satisfaction and
yearn for more”.
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between academic subjects of the BSMT students of IGCFI in terms of competence

Average
Because of I see others as inspirations who are
already successful seafarers 19 11 38 Maritime 1
BSMT I Because I found my instructors as well as
others successful seafarers a competitor to the 2
maritime industry and requires for development
of my skills 17 14 37 Maritime
When my grades are low and I feel that need to
be competent enough 17 14 36 Maritime 3

Average
already successful seafarers 8 15 43 Maritime 1.5
BSMT
II
others successful seafarers a competitor to the
maritime industry and requires for development 1.5

Average
already successful seafarers 7 9 50 Maritime 1
BSMT
III
others successful seafarers a competitor to the 2
maritime industry and requires for development
between academic subjects of the BSMT students of IGCFI in terms of competence. This
explained that the indicated intrinsic motivational factors in terms of competence are more
encountered on maritime professional subjects. It can be figured that the most
encountered factor of motivation in terms of competence from first year is “because of I
see others as inspirations who are already successful seafarers” with 38 number of
respondents who answered, from the second year is “because of I see others as
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inspirations who are already successful seafarers” and “because I found my instructors as
well as others successful seafarers a competitor to the maritime industry and requires for
development of my skills” with both 43 number of respondents who answered and from the
third year is “because of I see others as inspirations who are already successful seafarers”
with 50 number of respondents who answered.
Overall, “because of I see others as inspirations who are already successful
seafarers” got the highest number of respondents who answered on the maritime
professional subjects in terms of competence.
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between academic subjects of the BSMT students of IGCFI in terms of curiosity

Average
facilities, services which grabs my attention 18 14 36 Maritime 2
BSMT I
eagerness to learn more 17 21 30 Maritime 4
Because I want to learn new things irrespective
to the subjects that I am taking 17 18 43 Maritime 1
Because of the teaching style of my instructors 14 18 32 Maritime 3

Average
facilities, services which grabs my attention 11 9 46 Maritime 2
BSMT
II
Because of the teaching style of my instructors
11 10 45 Maritime 4

Average
facilities, services which grabs my attention 11 8 46 Maritime 2.5
BSMT
III
Because of the teaching style of my instructors
12 8 46 Maritime 2.5
between academic subjects of the BSMT students of IGCFI in terms of curiosity.This
explained that the indicated intrinsic motivational factors in terms of curiosity are more
encountered on maritime professional subjects.It can be figured out that the most
encountered factor of motivation in terms of curiosity from first year is “because I want to
learn new things irrespective to the subjects that I am taking” with 43 number of
respondents who answered, from the second year is “because of the quality of the
equipment, facilities, services which grabs my attention”, “because of an activity which

137
stimulates my eagerness to learn more”, and “because I want to learn new things
irrespective to the subjects that I am taking” with all has 46 number of respondents who
answered and from the third year is “because of an activity which stimulates my eagerness
to learn more” with 50 number of respondents who answered.
In general, the highest number of respondents who answered on the maritime
professional subjectin terms of curiosity is “because I want to learn new things irrespective
to the subjects that I am taking”.
between academic subjects of the BSMT students of IGCFI in terms of interest or value

Average
BSMT I Because I value such knowledge relevant to my
Because I am interest on the activities engaged
in the works of seafarers 8 19 41 Maritime 1

Average
BSMT
Because I value such knowledge relevant to my
II

Average
BSMT
Because I value such knowledge relevant to my
III
between academic subjects of the BSMT students of IGCFI in terms of interest or
value.This explained that the indicated intrinsic motivational factors in terms of interest and
value aremore encountered on maritime professional subjects.It presented that the most
138
encountered factor of motivation in terms of curiosity from first year, second year, and third
year is “because I am interest on the activities engaged in the works of seafarers” with 41,
45, and 53 number of respondents who answered.
Lastly, the most encountered intrinsic factor of motivation in terms of interest or
value of the majority of the respondents who answered on the maritime professional
subject is “because I am interest on the activities engaged in the works of seafarers”.
In general, according to Ormrod (2008),some learners with high levels of intrinsic
motivation become so focused on and absorbed in an activity that they lose track of time,
and completely ignore other tasks or
matter.http://www.education.com/reference/article/motivation-affects-learning-behavior/
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Part VI. Significant Difference on the Extrinsic and Intrinsic Motivational Factors in
the Academic Performance When Grouped According to their Demographic Profile
Table 3.1. F-Test Results in Finding the Significant Difference on the Extrinsic Motivational
Factors in the Academic Performance When Grouped According to Demographic Profile
Variables Computed Critical Impression @

Df Mean Decision
Compared 0.05 Level
F-Value F-Value
Dfb = 2 X1 = 3.06
Age Dfw = 12 X2 = 3.14 0.21 3.89 Accept Significant
Dft = 14 X3 = 3.04
Dfb = 2 X1 = 3.09
Family Dfw = 12 X2 = 3.14 1.86 3.89 Accept Significant

Income
Dft = 14 X3 = 2.84
Dfb = 2 X1 = 3.09
Year Level Dfw = 12 X2 = 3.10 0.13 3.89 Accept Significant
Dft = 14 X3 = 3.03
Table 3.1 presents the F-test results in finding the significant difference on the
extrinsic motivational factors in the academic performance when grouped according to
With the age as the reference for grouping the students, the researchers got an
absolute computed F-value of 0.21 and a critical F-value of 3.89. Since the absolute
computed F-value is less than the critical F-value, the researchers accepted the null
hypothesis which is significant at 0.05 level. This finding means that there is no significant
difference on the extrinsic motivational factors in the academic performance when they are
140
grouped according to age. Thus, the three age group manifest comparable assessment on
the extrinsic motivational factors in their academic performance.
With the family income as the reference for grouping the students, the researchers
got an absolute computed F-value of 1.86and a critical F-value of 3.89. Since the absolute
difference on the extrinsic motivational factors in their academic performance when
grouped according to family income. Thus, the three family income groups marked similar
on the extrinsic motivational factors in their academic performance.
With the year level as the reference for grouping the student respondents, the
researchers got an absolute computed F-value of 0.13 and a critical F-value of 3.89. Since
the absolute computed F-value is less than the critical F-value, the researchers accepted
the null hypothesis which is significant at 0.05 level. This finding means that there is no
significant difference in the extrinsic motivational factors when they are grouped according
to year level. Hence, the three year levels manifest similar perception on the extrinsic
motivational factors in their academic performance.
According to the studies of Biscocho, Cosejo, Flores, and Morales (2015) entitled
“Personal Characteristics asCorrelates to Academic Motivation”, Age, student
classification, course, year level, residency and other demographic variables were found to
be insignificant in the extrinsic factors of the student affecting academic motivation.
c_Motivation)
141
Table 3.2. F-Test Results in Finding the Significant Difference on the Intrinsic Motivational

Df Mean Decision
Compared 0.05 Level
F-Value F-Value
Dfb = 2 X1 = 3.28
Age Dfw = 18 X2 = 3.34 1.07 3.55 Accept Significant
Dft = 20 X3 = 3.23
Dfb = 2 X1 = 3.30
Family Dfw = 18 X2 = 3.24 13.04 3.55 Reject Significant

Income
Dft = 20 X3 = 2.76
Dfb = 2 X1 = 3.31
Year Level Dfw = 18 X2 = 3.27 0.70 3.55 Accept Significant
Dft = 20 X3 = 3.34
Table 2 presents the F-test results in finding the significant difference on the
intrinsic motivational factors in the academic performance when grouped according to
With the age as the reference for grouping the students, the researchers got an
absolute computed F-value of 1.07 and a critical F-value of 3.55. Since the absolute
difference on the intrinsic motivational factors in the academic performance when they are
grouped according to age. Thus, the three age group manifest comparable assessment on
the intrinsic motivational factors in their academic performance
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With the family income as the reference for grouping the students, the researchers
got an absolute computed F-value of 13.04 and a critical F-value of 3.55. Since the
absolute computed F-value is greater than the critical F-value, the researchers rejected the
null hypothesis which is significant at 0.05 level. This finding means that there is a
significant difference on the intrinsic motivational factors in their academic performance
when grouped according to family income. To identify the paired variables which have
significant difference, the Scheffe’s test was used by the researchers. This statistical tool
pointed out that significant difference was noted between the low income and upper
income families.
With the findings mentioned above, the researcher inferred that the lower income
the student respondents has the higher the agreement on intrinsic motivational factors in
With the year level as the reference for grouping the student respondents, the
researchers got an absolute computed F-value of 0.70 and a critical F-value of 3.55. Since
the absolute computed F-value is less than the critical F-value, the researchers accepted
significant difference in the intrinsic motivational factors when they are grouped according
to year level. Hence, the three year levels manifest similar agreement on the intrinsic
According to the studies of Biscocho, Cosejo, Flores, and Morales (2015) entitled
“Personal Characteristics asCorrelates to Academic Motivation”, Age, and year level were
143
found to be insignificant in the intrinsic factors of the student affecting academic
motivation.
c_Motivation)
On the other hand, according to the Family Independence Initiative (FII) of Melanie
Moore, Ph.D. (2014), we have underestimated the capacity of families in low-income
neighborhoods to improve their financial and general well-being. Low income families are
intrinsically motivated to follow a positive and productive course of behavior, puts them in a
group with other families, and allows the dynamics of mimicry social signaling to take
place. Families may begin to copy each other’s ways of talking about their goals,
challenges, successes, and contexts, and slowly create a “new normal,” with a new set of
behavioral possibilities available to them. (http://www.fii.org/wp-
content/uploads/2014/01/Intrinsic-Motivation.pdf)
According to Libby Sternberg, low-income are capable of achieving high academic
standards as they have more advantaged peers. It was clear that low-income students are
almost exclusively dependent on their schools for education, bringing very little with them
from their home environments thus reflecting their own curiosity and interest in their
education. (http://www.schoolreport.com/vbe/articles/noexcuses.htm)
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Table 3.3. T- Test Results in Finding the Significant Difference on the Extrinsic
Motivational Factors in the Academic Performance When Grouped According to
Demographic Profile

Df Mean Decision
Compared 0.05 Level
T-Value T-Value
X1 = 3.07
Sex 8 X2 = 3.13 -0.30 1.86 Accept Significant
Academic 8 X1 = 3.08 -0.03 1.86 Accept Significant

Grades
X2 = 3.08
Table 3 presents the T-test results in finding the significant difference on the
extrinsic motivational factors in the academic performance when grouped according to
With the sex as the reference for grouping the students, the researchers got an
absolute computed T-value of -0.30 and a critical T-value of 1.86. Since the absolute
computed T-value is less than the critical T-value, the researchers accepted the null
difference on the extrinsic motivational factors in the academic performance when they are
grouped according to sex. Thus, the male and female respondents manifest comparable
agreement on the extrinsic motivational factors in their academic performance.
With the academic grades as the reference for grouping the students, the
researchers got an absolute computed T-value of -0.03 and a critical T-value of 1.86.
Since the absolute computed T-value is less than the critical T-value, the researchers
145
accepted the null hypothesis which is significant at 0.05 level. This finding means that
there is no significant difference on the extrinsic motivational factors in their academic
performance when grouped according to academic grades. Hence, the two general
weighted average groups marked similar agreement on the extrinsic motivational factors in
significant affect. . (http://www.aessweb.com/pdf-files/Ijass-si-3(9)-1938-1951.pdf)
146
Table 3.4. T- Test Results in Finding the Significant Difference on the Intrinsic Motivational

Df Mean Decision
Compared 0.05 Level
T-Value T-Value
X1 = 3.34
Sex 12 X2 = 3.28 0.62 1.78 Accept Significant
Academic 12 X1 = 3.33 0.39 1.78 Accept Significant

Grades
X2 = 3.30
Table 3.4 presents the T-test results in finding the significant difference on the
intrinsic motivational factors in the academic performance when grouped according to
With the sex as the reference for grouping the students, the researchers got an
absolute computed T-value of 0.62 and a critical t-value of 1.78. Since the absolute
computed T-value is less than the critical T-value, the researchers accepted the null
difference on the intrinsic motivational factors in the academic performance when they are
grouped according to sex. Hence, the male and female respondents manifest comparable
agreement on the intrinsic motivational factors in their academic performance.
With the academic grades as the reference for grouping the students, the
researchers got an absolute computed T-value of 0.39 and a critical T-value of 1.78. Since
the absolute computed T-value is less than the critical T-value, the researchers accepted
147
significant difference on the intrinsic motivational factors in their academic performance
when grouped according to academic grades. Hence, the two general weighted average
groups manifest comparable agreement on the intrinsic motivational factors in their
significant affect. (http://www.aessweb.com/pdf-files/Ijass-si-3(9)-1938-1951.pdf)
148
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations
of the study conducted by the researchers. The results were critically analyzed and
interpreted to show the clearest view of the results of the study.
Summary of Findings
After applying the proper statistical treatment of data, the following were arrived at:
1. Based from the demographic profile of the respondents in terms of age, the age
having 49.50 % of the respondents is in the range of 18 – 19 years old, 35.50 % is
on 17 years old and below and the other which is 15 % is on 20 years old and
above. The highest percentage of the respondents according to their age is with
the range of 18 to 19 years old which is 49.50 %.
2. Based from the demographic profile of the respondents in terms of sex, 98 % of
the respondents are male. Only 2 % of female respondents were found to be a
part of the study. Study showed that most of the respondents are male.
3. Based from the demographic profile of the respondents in terms of family income,
66 % of the respondents are having low income, followed by middle income which
is 30 %, and the remaining 4 % is in the upper income. The highest percentage or
numbers of the respondents are in the low income while the lowest percentage of
the respondents is the upper income.
4. Based from the demographic profile of the respondents in terms of year level, the
year level having 34 % of the respondents is in the first year, while the other two
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year level having the same percentage which is 33 % is in the second and third
year. The highest percentage of the respondents according to their year level is
the first year.
5. Based from the demographic profile of the respondents in terms of academic
grades, 52.50 % of the respondents are in the range of 2.0 – 2.99 of academic
grade while the remaining 47.50 % of the respondents are in the range of 1.0 –
1.99. Otherwise, there is no respondent with the academic grade of 3.0 – 3.99.
The highest percentage of the respondents according to their academic grades
are in the ranges of 2.0 – 2.99 which is 52.50 %.
6. From the findings of extrinsic motivational factors affecting the academic
performance of the BSMT students of IGCFI in terms of consequences and
punishment, the most identified factor of motivation in among the BSMT students
is they have paid enough and I don’t want to see my future declining with a
weighted mean of 3.18, 3.17 and 3.17 respectively from first year up to third year
BSMT students and has an agree analysis. It was followed by the statements
where the parents will take away/reduced my allowance if I get a low grade/failed
and to avoid any rejection and punishment from not choosing the BSMT course
and both have an equal weighted mean 2.62 and have an analysis of agree
among the first year students. For the second year BSMT students, it was followed
by the statement to avoid any rejection and punishment from not choosing the
BSMT course and have a weighted mean of 2.45 and disagree analysis and lastly
by the statement where parents will take away/reduced my allowance if I get a low
grade/failed which have 2.38 weighted mean and disagree analysis. For the third
150
year BSMT students, the second and third rank statement for the second year
BSMT students were interchanged and have a respective weighted mean of 2.42
and 2.35 and have a disagree analysis. Generally, the main extrinsic motivational
factor for consequences and punishments is that they have paid enough and they
don’t want to see their future declining which is based from the perspective of the
BSMT students of IGCFI.
performance of the BSMT students of IGCFI in terms of grades and achievements,
the highest motivational factors is the high grades will ensure their employment
after they graduate and has a weighted mean of 3.53 and 3.48 respectively among
the first year and third year BSMT students. It was followed by the statement
because I want to get high grades which garnered 3.49 and 3.47 weighted mean
and a strongly agree statement for the said year levels respectively. For the
second year BSMT students, to get high grades and assurance of employment
after they graduate are the highest motivational factors in terms of grades and
achievements with a weighted mean of 3.52 and strongly agree analysis. The
investigated factors of extrinsic motivation in terms of grades and achievements
acquired 3.461,3.460, 3.359 total weighted mean and have a strongly agree
analysis from all year levels. In particular, the statement where high grades will
ensure my employment after I graduate portrayed the main influencing factors of
extrinsic motivation of the BSMT students.
performance of the BSMT students of IGCFI in terms of praise and recognition, the
151
statement I just want to impress everyone that I am a future captain of the ship
and I want to be recognized or praised as one of the best received equal weighted
mean of 3.25 among the first year BSMT students. It was followed by the
statement to be famous among my relatives with a weighted mean of 2.88. All
statement portrayed the analysis of agreement. Among the second year BSMT
students and third year BSMT students, to impress everyone that I am a future
captain of the ship received the highest weighted mean of 3.42 and 3.24 and
implied an analysis of strongly agree and agree respectively. It was followed by
the statement to be recognized or praised as one of the best with respective
weighted mean of 3.32 and 3.11, a strongly agree analysis and agree analysis.
Lastly, the table respectively defined to be famous among their relatives the last
rank statement which has 2.79 and 2.65 weighted mean, an agree analysis. The
statement of impressing everyone that I am a future captain of the ship implied
that the most affecting factor for their academic performance among BSMT
students IGCFI.
performance of the BSMT students of IGCFI in terms of rewards, majority of the
students that the prospect of earning good salary or wages being a deck officer
received the highest weighted mean for year levels. It has a weighted means of
3.32, 3.39, and 3.42 respectively and has a unanimous analysis of strongly agree.
It was followed by the statement of opportunity to travel with weighted means of
3.24, 3.24, and 3.20 respectively representing an agree analysis. Third, to get the
reward imposed by the teacher with a respective weighted mean of 2.75, 2.80, and
152
2.70 and imply an agree analysis. Among the statements, clothes or new phone or
new accessories in exchange of a high grade has the lowest rank with a
respective weighted mean of 2.53, 2.67, and 2.62 and has an agree analysis. It
implied that the majority of the BSMT students intend to have an earning of good
salary or wages being a deck officer which is a prospect on the nature of their
course.
performance of the BSMT students of IGCFI in terms of family and peer pressure,
It is identical to the respondents all year levels from first year to third year that they
want to relieve their life and their family from the unwanted present situation. It has
a corresponding weighted mean of 3.51, 3.45, and 3.53 with a strongly agree
analysis. Uniformly, the respondents also want to bring honor and pride to their
family as a succeeding factor of motivation and have a particular weighted mean
of 3.32, 3.38, and 3. 39 with another strong agree analysis. For the first and third
year students, the statement that the respondents don’t want to embarrass their
family obtain the third rank and the statement of being pressured from the
expectations of their friends/relatives/instructors to become the officer of the ship
then followed. The third ranked statement has a weighted mean of 3.26 and 3.24
and has a strongly agree and agree analysis respectively among the first and the
third year BSMT students. The fourth rank has a weighted mean of both 3.09 and
agrees analysis. These third and fourth ranked statements where interchange in
the area of second year BSMT students. It shows that the statement being
pressured from the expectations of their friends/relatives/instructors to become the
153
officer of the ship, the third ranked, has a weighted mean of 3.14 and has an
agree analysis. It was succeeded by the statement where respondents don’t want
to embarrass their family and it has 3.08 weighted mean and agree analysis. The
last statement, it is a family tradition that is why I chose this profession, has been
identical to all respondents respectively presenting 2.40, 2.50, and 2.39 weighted
mean and has a disagree statement. It was a uniform motivation to the majority of
the respondents that they want relieve their life and their family from the unwanted
present situation as an extrinsic factor in terms family and peer pressure. On the
other hand family tradition denotes a pessimistic outcome on their corresponding
perspective.
11. From the findings of intrinsic motivational factors affecting the academic
performance of the BSMT students of IGCFI in terms of fun, majority of the
respondents respond to the statement of simply enjoying the BSMT course and
dedicated in their chosen profession. It has a respective weighted mean of 3.25,
3.36, and 3.44 and has an agree analysis for the first year BSMT student and
strongly agree analysis for both second and third year BSMT students. The
succeeding factors differed among the respondents of the study. For the first year
BSMT students, the statements I enjoy learning various subjects relevant to my
course and I enjoy the discussion made by the instructors have identical weighted
mean of 3.24 and agree analysis. Among the second BSMT students, the
statement, I enjoy learning various subjects relevant to my course, ranked second
and have a weighted mean of 3.27 and strongly agree analysis. It was followed by
the enjoyment on the discussion made by the instructors with 3.17 weighted mean
154
and agree analysis. For the third year BSMT students, the ranks of the second and
third statement were interchanged. The statement of enjoyment on the discussion
made by the instructors is now second it garnered a 3.27 weighted mean and
strongly agree analysis. It was just followed by the statement of enjoyment of
learning of various subjects relevant to my course which has 3.26 weighted mean
and a strongly agree analysis. It figured that BSMT students of IGCFI were mostly
enjoying their course and dedicated in their chosen profession.
performance of the BSMT students of IGCFI in terms of autonomy or control, the
results in this field portrayed similarities in the different year levels. It is figured that
the statement, because I want to become a successful deck officer, garnered the
highest weighted mean of 3.43, 3.48, and 3.64 respectively among the
respondents and have a strongly agree analysis. It was succeeded by the
statement, because I want to control my life through my volitional choices with
respect to my prospective profession, which also garnered a strongly agree
analysis and a respective weighted mean of 3.37, 3.29, and 3.30. In general, most
of the respondents are motivated because they perceived that they will become a
successful deck officer which has the greatest impact on the academic
performance in terms autonomy and control.
performance of the BSMT students of IGCFI in terms of challenge, the data
showed has varying results among the respondents. For the first year BSMT
students, challenging task has the greatest impact on their academic performance
155
which has 3.22 weighted mean and has an agree analysis. It was just followed by
the statements because I like the challenges that maritime program offers to me
and because I feel that my existence challenges my satisfaction of my personal
goals and needs and has an equal rank, both are agree analysis, and have equal
weighted mean of 3.18. Among the second year BSMT students, the statement,
because I feel that my existence challenges my satisfaction of my personal goals
and needs, is more predominant and has the greatest impact in their academic
performance with 3.18 weighted mean. Challenging task ranked second among
the perspective of the second year BSMT students and has 3.14 weighted mean.
Lastly, the statement, because I like the challenges that maritime program offers to
me, has a weighted mean of 3.02. All statements inferred among the second year
BSMT students have agree analysis. Among the third year BSMT students,
challenging task and the statement that respondents feel that their existence
challenges their satisfaction of their personal goals and needs has the highest
influence in their academic performance with 3.29 weighted mean and strongly
agree analysis. The statement, because I like the challenges that maritime
program offers to me, just followed and has a 3.08 weighted mean and an agree
analysis. On the other hand, the statements inferred have varying results among
the respondents in the intrinsic motivation in terms of challenges. It showed that
challenging task, predominant among the first and third year BSMT students, and
the statement, because I feel that my existence challenges my satisfaction of my
personal goals and needs, prevalent factor among the second year and third year
BSMT students have the greatest impact in their academic performance.
156
performance of the BSMT students of IGCFI in terms of growth and skill
development, the statement, when my grades are high and I feel a satisfaction and
yearn for more, implied the highest motivational factor in the intrinsic motivation
and has a weighted mean of 3.53 and 3.44 respectively among the first year and
third BMST students. Among the second year BSMT students, the statement,
because it is for my own development and growth, is the leading factor with 3.45
weighted mean. Moreover, all prevalent factors among the respondents have a
strongly agree analysis. The statement, because it is for my own development and
growth, ranked second among the first year BSMT students which has 3.51
weighted mean and ranked third among the among the third year BSMT students
and has a respective weighted mean of 3.51 and 2.91 and strongly agree and
agree analysis. The statement, because I feel that I need growth relevant to self-
esteem, ranked third among the first and second year BSMT students of IGCFI
and ranked second among the third year BSMT students. It has a respective
weighted mean of 3.37, 3.35, and 3.39 from first year up to third year BSMT
students and has a strongly agree analysis. The statement, when my grades are
high and I feel a satisfaction and yearn for more, ranked second among the
second year BSMT students with a weighted mean of 3.38 and a strongly agree
analysis. Majority of the response, grades which are high that yields satisfaction
and yearn for more is the chief factor of intrinsic motivation in terms of growth and
skill development that influence the academic performance of the BSMT students
of IGCFI.
157
performance of the BSMT students of IGCFI in terms of competence, the response
in this particular table is identical to the majority of the respondents. Firstly, the
statement as the respondents saw others as inspirations who are already
successful seafarers is eminent and has a respective weighted means of 3.37,
3.41, and 3.50 and all strongly agree analysis. Secondly, the statement, when my
grades are low and I feel that need to be competent enough, has a respective
weighted mean of 3.35, 3.33, and 3.42 and strongly agree analysis. Lastly, the
statement, because I found my instructors as well as others successful seafarers a
competitor to the maritime industry and requires for development of my skills, has
a respective weighted mean of 3.28, 3.18, and 3.29 and a strongly agree, agree,
and strongly agree analysis. The main factor affecting the academic performance
of the BSMT students of IGCFI in terms of competence is the perspective of the
BSMT students on others as inspirations who are already successful seafarers.
performance of the BSMT students of IGCFI in terms of curiosity, It can be inferred
that the majority of the response is linked with the statement, because of an
activity which stimulates my eagerness to learn more, according to the perspective
of the of the second and third year BSMT students which has a weighted mean of
3.17 and 3.33 and agree and strongly agree analysis. This statement is ranked
second in the point of view of the first year students with a weighted mean of 3.18
and agrees analysis. The statement where the respondents wants to learn new
things irrespective to the subjects that their taking is ranked second in the view of
158
the second and third year BSMT students with respective 3.11 and 3.17 weighted
mean and both agree analysis. Among the first year students, this was only 3.12
weighted mean and agree analysis. The statement, because of the quality of the
equipment, facilities, services which grabs my attention, was ranked third. This
response is according to the perception of the second and third year BSMT
students of IGCFI with corresponding weighted mean of 3.09 and 3.14 and both
agree analysis. It was ranked last among the first year and has a weighted mean
of 3.00 and agree analysis. The statement which relates to the teaching style of
the instructors was the last ranked in response of the second and third year
students with corresponding weighted mean of 3.06 and 3.05 and both agree
analysis. This statement was the most influencing factor in the intrinsic motivation
in terms of curiosity among the first year BSMT students with a weighted mean of
3.24 and has agree analysis. It can be deduced that the most influencing intrinsic
factor affecting the academic performance of the respondents in terms of curiosity
is the activity which stimulates the respondents’ eagerness to learn more.
Moreover, the teaching styles of the instructors were more apparent in the
perspective of the first year BSMT students.
performance of the BSMT students of IGCFI in terms of interest or value, the
statement, because I value such knowledge relevant to my profession, has the
greatest impact on their academic performance among the second year and third
year BSMT students. It has respective weighted mean of 3.35 and 3.36. Secondly,
the statement, because I am interest on the activities engaged in the works of
159
seafarers, has a respective weighted mean of 3.26 and 3.35. Among the second
year BSMT students, the ranks of the statements were interchanged making the
statement, because I am interest on the activities engaged in the works of
seafarers, more prevalent than the other one. It has now a weighted mean 3.43.
The second ranked, because I value such knowledge relevant to my profession,
has a weighted mean 3.37. Moreover, all statements were analyzed strongly
agree. The results of the statement in terms of interest or value were identical
between the second year and third year students. It can be inferred that most of
them value such knowledge relevant to their profession. On the other hand, most
of the first year BSMT students were interested on the activities in the works of
seafarers.
18. From the findings on the differences of extrinsic motivational factors between
academic subjects of the BSMT students of IGCFI, the indicated extrinsic
motivational factors in terms of consequences and punishments are more
encountered on maritime professional subjects and which the most encountered
factor is “because I have paid enough and I don’t want to see my future declining”.
motivational factors in terms of grades and achievements are more encountered
on maritime professional subjects and whichthe most encountered factor is
“because I want to make the Dean’s List and get an academic scholarship”.
160
motivational factors in terms of praise and recognition are more encountered on
maritime professional subjects and which the most encountered factor is “because
I just want to impress everyone that I am a future captain of the ship”.
motivational factors in terms of rewards are more encountered on maritime
professional subjects and which the most encountered factor is “because of
prospect of earning good salary/wages being a deck officer”.
motivational factors in terms of family and peer pressure are more encountered on
maritime professional subjects and which the most encountered factor is because I
am pressured from the expectations of my friends/relatives/instructors to become
the officer of the ship”.
23. From the findings on the differences of intrinsic motivational factors between
academic subjects of the BSMT students of IGCFI, the indicated intrinsic
motivational factors in terms of fun are more encountered on maritime professional
subjects and which the most encountered factor is “because I simply enjoy the
BSMT course and I am dedicated in my chosen profession”.
motivational factors in terms of autonomy or control are more encountered on
maritime professional subjects and which the most encountered factor is “because
161
I want to control my life through my volitional choices with respect to my
prospective profession”.
motivational factors in terms of challenge are more encountered on maritime
professional subjects and which the most encountered factor is “because I feel
that my existence challenges my satisfaction of my personal goals and needs”.
motivational factors in terms of growth and skill development are more
encountered on maritime professional subjects and which the most encountered
factor is “when my grades are high and I feel a satisfaction and yearn for more”.
motivational factors in terms of competence are more encountered on maritime
professional subjects and which the most encountered factor is “because of I see
others as inspirations who are already successful seafarers”.
motivational factors in terms of curiosity are more encountered on maritime
professional subjects and which the most encountered factor is “because I want to
learn new things irrespective to the subjects that I am taking”.
162
motivational factors in terms of interest or value are more encountered on maritime
professional subjects and which the most encountered factor is “because I am
interest on the activities engaged in the works of seafarers”.
30. On the Significant Difference on the Extrinsic Motivational Factors in the Academic
Performance When Grouped According to Demographic Profile using F-test:
30.1. There is no significant difference on the extrinsic motivational factors in
the academic performance when they are grouped according to age.
This is justified by the absolute computed F-value of 0.21 and a critical
F-value of 3.89 significant at 0.05 level. Thus, the three age group
manifest comparable assessment on the extrinsic motivational factors in
their academic performance when grouped according to family income.
F-value of 3.89 significant at 0.05 level. Thus, the three family income
groups marked similar on the extrinsic motivational factors in their
30.3. There is no significant difference in the extrinsic motivational factors
when they are grouped according to year level. This is justified by the
absolute computed F-value of 0.13 and a critical F-value of 3.89
significant at 0.05 level. Hence, the three year levels manifest similar
163
perception on the extrinsic motivational factors in their academic
performance.
31. On the Significant Difference on the Intrinsic Motivational Factors in the Academic
Performance When Grouped According to Demographic Profile using F-test:
31.1. There is no significant difference on the intrinsic motivational factors in
the academic performance when they are grouped according to age.
F-value of 3.55 significant at 0.05 level. Thus, the three age group
manifest comparable assessment on the intrinsic motivational factors in
31.2. There is a significant difference on the intrinsic motivational factors in
their academic performance when grouped according to family income
as indicated by absolute computed F-value of 13.04 and a critical F-
value of 3.55 significant at 0.05 level. Significant difference was noted
between the low income and upper income families.
31.3. There is no significant difference in the intrinsic motivational factors
when they are grouped according to year level as indicated by absolute
computed F-value of 0.70 and a critical F-value of 3.55significant at 0.05
level. Hence, the three year levels manifest similar agreement on the
intrinsic motivational factors in their academic performance.
32. On the Significant Difference on the Extrinsic Motivational Factors in the Academic
Performance When Grouped According to Demographic Profile using T-test:
164
the academic performance when they are grouped according to sex as
indicated by absolute computed T-value of -0.30 and a critical T-value of
1.86significant at 0.05 level. Thus, the male and female respondents
manifest comparable agreement on the extrinsic motivational factors in
their academic performance
their academic performance when grouped according to academic
grades as indicated by absolute computed T-value of -0.03 and a critical
T-value of 1.86significant at 0.05. Hence, the two general weighted
average groups marked similar agreement on the extrinsic motivational
factors in their academic performance.
33. On the Significant Difference on the Intrinsic Motivational Factors in the Academic
Performance When Grouped According to Demographic Profile using T-test:
the academic performance when they are grouped according to sex as
indicated by absolute computed T-value of 0.62 and a critical t-value of
1.78significant at 0.05 level. Hence, the male and female respondents
manifest comparable agreement on the intrinsic motivational factors in
their academic performance when grouped according to academic
grades as indicated by absolute computed T-value of 0.39 and a critical
165
T-value of 1.78significant at 0.05 level. Hence, the two general weighted
average groups manifest comparable agreement on the intrinsic
Conclusions
After evaluating the Findings gathered, the following conclusions made:
1. Generally, the main extrinsic motivational factor for consequences and punishments is
that they have paid enough and they don’t want to see their future declining which
affects their academic performance. They are afraid of the consequences when they
fail. In other words, students are afraid of being labeled as underachievers or, worse,
empty-headed failures. Students believe that increasing their chances of having a
decent job in the market means avoiding any form of failure in school at all costs.
Respondents agreed that high grades will ensure their employment after they graduate
portrayed the main influencing factors of extrinsic motivation. In the perspective of the
employer, a strong academic record buys you a strong experience record, thus
evaluating academic achievements.
Respondents agreed that impressing everyone that they are the future captain of the
ship also affects their academic performance. Respondents are performing at a higher
level when thoughtful, personal kind of recognition that signifies true appreciation for a
job well done. In achieving the paramount of their profession, recognition of
achievement can help respondents become motivated for a long time.
Respondents strongly agreed that earning of good salary or wages being a deck
officer motivate their academic performance which is a prospect on the nature of their
166
course. Economic motives relate to good salaries and are the most common reason
for people choosing seafaring as a profession.
Majority of the respondents are low income based family, the reason presented is
supplementary to their motivation, to relieve their life and their family from the
unwanted present situation, of the respondents which pressurized their academic
performance. Moreover, students from low-income households are more likely to
struggle with engagement for seven reasons by simply understanding each and every
one of it.
2. Respondents favored the statement of enjoyment of the course and dedication on the
chosen profession as a factor of intrinsic motivation. Doing work you love is energizing
which means that you have more energy to put into doing the work, on a more
sustainable basis, to put into success.
Respondents strongly agreed that they had perceived that they will become a
successful deck officer which greatly affect their academic performance. Thus,
enabling their motivation to influence their will to control their actions to achieve long
term goal.
Challenging task is predominant among the first and third year BSMT students. Hence,
when an individual are intrinsically motivated, they prefer challenges that increase their
learning over easy work that does not enhance our skills/knowledge. On the other
hand, challenges in the satisfaction of personal goals and needs, is prevalent factor
among the second year and third year BSMT students. Respondents are likely to be
motivated most strongly by what they do not have. When needs on the lower level are
fulfilled, those on the higher level emerge and demand satisfaction.
167
High grades yields satisfaction and yearn for more is the chief factor of intrinsic
motivation among the respondents. Through motivating themselves to gain as many
points, students become highly aware of the competition that is presented to them in
such a highly intelligent and competitive atmosphere engaging academic performance
at higher level.
Respondents approved that their perspective on the success of other seafarers affects
their academic performance. The more you focus on success of other people,
jealousy, the less attention you give to your capabilities which limit individual’s
success. Thus, competence is built when an individual is exposed and see others as
an inspirations.
Majority of the respondents agreed that curiosity influence the motivation whichattracts
the learner's attention due to the optimal level of discrepancy between present
knowledge and skills and what these could be if the learner engaged in some activity.
This is associated to a high degree of curiosity, our intrinsic desire
to know and understand. On other hand, teaching styles of the instructors were more
apparent in the perspective of the first year BSMT students in which the physical
environment grabs the individual's attention.
Respondents inferred that most of them value such knowledge, theoretical and
practical knowledge, relevant to their profession. On the other hand, most of the first
year BSMT students were interested on the activities in the works of seafarers which
derive from the introductory perspective of the students in the works onboard and not
on the art of being a deck officer itself.
168
3. Majority of the respondents or the selected BSMT students encountered the extrinsic
factors of motivation between the academic subjects in terms of consequences and
punishments, grades and achievements, praise and recognition, rewards and family
and peer pressure on the maritime professional subjects. Based from the findings
gathered, in terms of consequences and punishments, the BSMT students from first
year up to third year are motivated to study on the maritime professional subjects
because they have paid enough and they don’t want to see their future declining. In
terms of grades and achievements, the BSMT students are motivated to study on the
maritime professional subjects because they wanted to be included to the Dean’s List
and get an academic scholarship. In terms of praise and recognition, the BSMT
students are motivated to study on the maritime professional subjects because they
wanted to impress everyone that they will become the future captain of the ship. In
terms of rewards, the BSMT students are motivated to study on the maritime
professional subjects because of the prospect of earning good salary if they will
become a deck officer of the ship. Lastly, in terms of family and peer pressure, the
BSMT students are motivated to study on the maritime professional subjects because
they are pressured from the expectations of their friends/relatives/instructors to
become the officer of the ship.
4. Majority of the respondents or the selected BSMT studentsencountered intrinsic
factors of motivation between the academic subjects in terms of fun, autonomy or
control, challenge, growth and skill development, competence, curiosity, and interest
or value on the maritime professional subjects. Based from the findings, in terms of
fun, the BSMT students from first year up to third year are motivated to study on the
169
maritime professional subjects because they simply enjoyed the BSMT course and
they are dedicated in their chosen profession. In terms of autonomy or control, the
they wanted to control their life through their own choices or decisions with respect to
their chosen profession. In terms of challenge, the BSMT students are motivated to
study on the maritime professional subjects because they feel that their existence
challenges their satisfaction of their personal goals and needs. In terms of growth and
skill development, the BSMT students are motivated to study on the maritime
professional subjects because of when their grades are high they feel satisfaction and
wanted to yearn for more. In terms of competence, the BSMT students are motivated
to study on the maritime professional subjects because they are inspired to those
seafarers who are already successful in their profession. In terms of curiosity, the
they just wanted to learn new things irrespective to the subjects that they have taken.
And lastly, In terms of interest or value, the BSMT students are motivated to study on
the maritime professional subjects because they are interested on the activities
engaged in the works of seafarers.
5.1. From the computed analysis of variance using F-test in finding the significant
difference on the extrinsic motivational factors in the academic performance when
grouped according to demographic profile, it has been proved that all compared
variables (age, family income, and year level) accepted the null hypothesis. Hence,
there is no significant difference on the demographic profile of the BSMT students of
IGCFI in terms of age, family income, and year level. The three age group, three family
170
income groups, and three year levels manifested similar perception on the extrinsic
5.2. From the computed analysis of variance using F-test in findingsignificant difference on
the intrinsic motivational factors in the academic performance when grouped according
to demographic profile, it is has been proven that the only rejected null hypothesis is
from the compared variables of family income which make it to be significant. It
implied that significant difference was noted between the low income and upper
income families and inferred that the lower income the student respondents has the
higher the agreement on intrinsic motivational factors in their academic performance.
Hence both of the other compared variables, age and year level, resulted to accept the
null hypothesis which it means that there is no significant difference on the said
5.3. From the computed values using T-test in finding significant difference on the extrinsic
motivational factors in the academic performance when grouped according to
demographic profile. It is proved that all of the variables tested including sex and
academic grades accepted the null hypothesis making it have an insignificant
difference on the said demographic profile.
5.4. From the computed values using T-test in finding significant difference on the intrinsic
motivational factors in the academic performance when grouped according to
demographic profile. Accepted null hypothesis were proven in the compared variables
of sex and academic grades making it no significant difference.
171
Recommendations
The study is significant for the readers especially to the BSMT students to make
them aware on the factors that influence their motivation on academic performance which
has a great impact on their professional course as it reflects the quality of the students
which serve as a basis for qualifying some shipping companies. Having a good academic
performance paved for a good perspective of different shipping companies as it will make
them get the job easier.
1. To the Students of Bachelor of Science in Marine Transportation, the students
should become cognizant on the factors of motivation and be able to distinguish
which mostly affects their academic performance. A practical understanding of
such factors will contribute to the continuous stimulation of energy which will be
needed for their long term goal for success. Hence, the data rendered herein
offers a helpful source of information which required an understanding among the
BSMT students. The BSMT students must realize that it will help them build good
academic records, buys a strong a perspective among the different shipping
companies, dedication to his profession, and followed by assurance of their future
on the prospective side of their career.
2. To Inter-Global College Foundation Inc., the school must facilitate activities which
will make the students aware and understand their motivation. The school should
be responsible on how the students can accommodate their needs in their
profession and how the students can improve their understanding through
constant improvement of the education process involving interaction.
172
3. To the IGCFI instructors, they should be aware and understand the factors of
motivation which the students are apparently lack or exercising to improve the
academic performance. The maritime instructors should emphasized the teaching
process well enough in support with different applications of the factors of
motivation whether intrinsically or extrinsically. They should be artistic and creative
enough to accommodate the needs of the student in the field of their expertise.
4. To the family of the BSMT students, they should be responsible enough on how to
provide the needs of their children which can improve their motivation and
academic performance. The family of the student should bear in mind that their
involvement has either a positive or negative impact on students’ achievement.
Aconstant participation on the life of their children can provide a stimulating
learning environment at home as well as to the school. They should be
knowledgeable on the factors which greatly affect the motivation of their children
and know how to improve them. They should be persistent in supporting their
children’s ideals and aspirations in life using their resources, status, and
knowledge to the full extent of their abilities.
5. To the future researchers, this study should be continued and should be improved
to make continuous development, understanding, and awareness on the factors of
motivation which has a great impact on the on the students’ academic
performance as well as to the career and future of the BSMT students.
173
Implications of the Study
Prior to the outcomes of the study which are subjected to a significant
understanding and evaluation on the differences of the factors of the extrinsic and intrinsic
motivations affecting the BMST students’ academic performance, the study is intended in
order to make the BMST students aware on such factors capable of increasing the
students’ engagement particular in academics. Furthermore, it is intended to make the
students understand the factors which will permit their behavior towards their goal as well
as to the persistence in the chosen profession to become successful. In relation, it has
been identified that the BSMT students are afraid of failures in their career which might
trigger an unacceptable condition in their degree perceiving high grades will provide an
advantageous employability. In the nature of students’ course, recognition of being a future
captain and the prospect of earning a good salary are also predictors of good academic
performance. Moreover, the engagement of the BSMT students in this profession is a
supplement objective of being a low income based family to relief their current
socioeconomic status. Intrinsically speaking, the BSMT students are determined and
enjoying their profession influencing their will to become a successful deck officer.
Challenging task, satisfaction of personal goals, and the hunger for high grades are also
prevalent factors. Likewise, the competency of the BSMT students are influenced by the
successful seafarers, to the nature of activities of a deck officer, as well as to the teaching
style of the instructors which are effective if the instructors are caring, supportive, giving
feedback and emphasize the teaching learning process over the performance outcomes.
Moreover, the interest of the BMST students resides in the practical knowledge which are
174
apparent to the first year students and both theoretical and practical knowledge in the
higher year levels.
On the other hand, majority of the BSMT students encountered those factors
apparently in the field of maritime professional subjects, intrinsically inclined its interest in
this field which sometimes lose track of other subjects which are foundations of the
maritime subjects. In contrast, the BSMT students are extrinsically inclined to the interestto
perform a task as a means to an end, not as an end in itself.
As a means of giving an understanding and awareness in the factors of extrinsic
and intrinsic motivation, constructing a magazine like structure containing relevant
informationis an effective fragment for reforming the academic performance of the BSMT
students.Moreover, this magazine will be generated in a more creative manner to attract
the curiosity of the readers especially to the BSMT students of IGCFI.
As all is finished and unveiled, the matter presented herein will create an impact
among the BSMT students to achieve paramount achievements and to supply the demand
of the quality seafarers in maritime industry.
175

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A COMPARATIVE STUDY ON THE…

The students of Bachelor of Science in Marine Transportation (BSMT) are the

Inter-Global College Foundation Inc. (IGCFI) is an institution of higher learning

underemployment and unemployment. The difficulties in their professional career can be

help them to become motivated.

Maritime education is an important contributor for an efficient shipping industry. In

and energy in individual to be continually interested and committed to their profession, or

money, or recognition that particular activities and accomplishments may bring.

academic performance of the BSMT students.

for the continuation and development of their professional career.

Statement of the Problem

motivational factors of the selected BMST students of Inter-Global College of Foundation

their academic performance.

Specifically it sought answers to the following questions:

1) What is the demographic profile of the respondents in terms of:

1.3) Family Income;

1.4) Year Level; and

1.5) Academic grades?

the BSMT students of IGCFI in terms of:

2.1) Consequences and punishments;

2.2) Grades and Achievements;

2.3) Praise and Recognition;

2.4) Rewards; and

2.5) Family and Peer pressure?

the BSMT students of IGCFI in terms of:

3.2) Autonomy or control;

3.4) Growth & skill development;

3.6) Curiosity; and

3.7) Interest / value?

in the academic performance when grouped according to their demographic

1) There is no significant difference on the extrinsic and intrinsic motivational factors

income, and academic grades.

Developing Learners, by J.E. Ormrod, 2008 edition, p. 384-386.

performance. Highly intrinsically motivated students can simultaneously be extrinsic in

persist longer, conquer more challenges, and demonstrate accomplishments in their

give feedback, children tend to be motivated to achieve and to expect success.

Psychology of Motivation.”) (http://www.americanthinker.com/articles/2014/07/)

According to Stipek (2010) Student motivation is strongly affected by the nature of

meaningful. Students' motivation is also affected by the social context—for example,

humiliated. (Excerpt from Motivation to Learn: Integrating Theory and Practice, by D.

Stipek, 2002 edition, p. 14-18.) (http://www.education.com/reference/article/identifying-

According to Deci & Ryan (2008). Self-determination theory (SDT) is an

autonomous motivation, controlled motivation, and a motivation as predictors of

parenting, education, virtual environments, sport, sustainability, health care, and

 Demographic profile of the respondents

 Extrinsic and intrinsic motivational factors affecting the

academic performance of the BSMT students of IGCFI

 Differences of the extrinsic and intrinsic motivational

factors between academic subjects

motivational factors in the academic performance when

grouped according to their demographic profile

Development of a research instrument

To provide an awareness and understanding on the

factors of motivation that is beneficial for the stimulation of

the BSMT students of IGCFI for their continuous career

Fig. 1 Conceptual framework on the factors affecting extrinsic and intrinsic

The expected output is to provide an awareness and understanding on the factors of

continuous career development.

Significance of the Study