The Problem and Its Background

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Motivation and Socio-Emotional Development: Its Impact on the Student’s Academic

Achievement
CHAPTER I
The Problem and Its Background
Introduction
“Wanting something is not enough. You must hunger for it. Your motivation must be
absolutely compelling in order to overcome the obstacles that will invariably come your
way”. -Les Brown
Many students, especially college students are encountering many obstacles in their
daily lives. These obstacles are one of the primary factors that make the students feel afraid to
do their best when it comes to academic performance. Determination, eagerness and guts are
things that a student should have to reach for their goals. Wanting to achieve something is not
enough. We should aim for it. We must hunger for it. We should not leave it as a want, instead
we must exert effort and sacrifices for it. Our motivation should be more convincing to us in
order to overcome these inevitable circumstances.
Motivation is one of the primary factors that drive one person to his goal. The drive
may come from an internal or external source. The factors that motivate an individual keep
changing as his age and maturity increases. And also, achievement of one goal becomes the
determination for another one to be achieved. Thus, to be motivated is a constant need. There
are times when one faces a period of de-motivation and everything seems bleak. It is then that
one needsto find what would motivate him back into action.
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Experiences, expression and managing emotions are some of the obstacles that
students experience. Because of these factors, they feel limited. And because they feel
limited, they are now limiting their abilities. And afterwards, they will also be limiting the
achievements that await them. Many students don’t know how to handle these obstacles.
Instead of treating these factors as motivation, they treat these as a hindrance to their success.
Socio-emotional development also has something to do with the academic
achievement of the students. If every stage of the learner’s life in this aspect was completely
developed, there would be no serious problems in their performance in school that would
affect their achievement. One of the major problems of college students is about identity, how
to relate with their emotions and conceptualize themselves. There is a need for belongingness
with others and if they don't meet these needs, the effect would be role confusion.This would
affect how they perform in school and will result to negative outcome.
Motivation and socio-emotional development are intertwined. This study was
conducted to prove that the motivation and socio-emotional development of the college
students have an impact to their academic achievement.
Background of the Study
Kulwinder Singh (2011) said that behavioral scientists have noticed that some people
have an intense desire to achieve something, while others may not seem that concerned about
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their achievements. This phenomenon has attracted a lot of discussions and debates. Scientists
have observed that people with a high level of achievement motivation exhibit certain
characteristics. Achievement motivation is the tendency to endeavor for success and to choose
goal oriented success or failure activities.
Achievement motivations form to be the basis for a good life. People who have
achieved more, enjoy the fruits of their hardships. They’ll also feel as a dominator towards
other people who failed to reach their objectives. Therefore, they feel respected. People who
are motivated by their achievements set moderately difficult goals, yet achievable, that may
help them achieve their objectives. These people do not set extremely difficult target because
they know that they will fail. Because of this, they are ensured that they won’t take tasks that
are beyond their capacities. They also tend to work on a problem instead of leaving the result
to chances. They are also concerned with the things they achieved rather than the rewards of
success.
Achievement motivation is a stable learned characteristic in which satisfaction comes
from striving for and achieving a level of excellence.
According to Pintrich (2000), current research on goals in achievement contexts seems
to be that there are three general perspectives on goals, each reflecting a somewhat different
level of analysis of the goal construct. According to him, the first perspective is the target
goals. These target goals do specify the standards or criteria by which individuals can evaluate
their performance, but they do not really address the reasons or purposes. Individuals may be
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seeking to attain these target goals for their achievement. In contrast, Ford (1992) believed
that a second level of goals concerns more general goals that individuals may pursue that
address, not just the target goal, but also the reasons ‘‘why’’ an individual is motivated.This
goal content approach attempts to specify the range of potential goals that could subserve
motivated behavior. A third perspective on goals, achievement goals, reflects an intermediate
level between the very specific target goals and the more global goal content approach.
Achievement goals refer to the purposes or reasons an individual is pursuing an achievement
task, most often operationalized in terms of academic learning tasks, although they can be
applied to other achievement contexts such as athletic or business settings. Task specific goals
and the more general goal content approach may be applied to many different contexts or type
of goals (e.g., happiness, safety), but achievement goal constructs were specifically developed
to explain achievement motivation and behavior.
Current researches on Socio-emotional development show that self-regulation of
emotions and behavior is one of the strongest predictors of academic success and leads to
success in the workplace, in social settings and in life for all young schoolchildren. Confident
learners that stem from your classroom will have the foundational tools they need for
continued success in school and beyond.
On Erikson’s fifth psychosocial stage (1950), which corresponds to the adolescent
years, adolescents try to find out who they are, what they are all about, and where they are
going in life. They are confronted with many new roles and adult statuses (such as vocational
and romantic). Adolescents need to be allowed to explore different paths to attain a healthy
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identity. If adolescents do not adequately explore different roles and don’t carve out a positive
future path, they can remain confused about their identity. He also mentioned that when a
child becomes an adolescent, he will encounter identity versus role confusion. According to
him, in this stage, the adolescent develops a sense of self in relationship to others and to own
internal thoughts and desires ( two sub stages: a social identity focusing on which group a
person will identify with and a personal identity focusing on abilities, goals, possibilities,
etc.).
Theoretical Framework
This theoretical framework shows the theories that the researchers used throughout the
study. It contains the variables of Student’s motivation, socio-emotional development and the
academic achievement. For the student’s motivation, one of the theories that the researchers
used is Maslow’s theory of human motivation by Abraham Maslow (1943). He explained that
any motivated behavior, either preparatory or consummatory, must be understood to be a
channel through which many basic needs may be simultaneously expressed or satisfied.
Typically an act has more than one motivation. Human needs arrange themselves in
hierarchies of pre-potency. That is to say, the appearance of one need usually rests on the prior
satisfaction of another, more pre-potent need. Man is a perpetually wanting animal. Also, no
need or drive can be treated as if it were isolated or discrete; every drive is related to the state
of satisfaction or dissatisfaction of other drives. Next was Social Learning Theory by Albert
Bandura. This theory posits that people learn from one another, by observation. Next theory
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was Ecological System Theory by UrieBronfenbrenner. This theory explained why people
behave differently.
The researchers also used the Self-Determination Theory (SDT) by Edward L. Deci
(1996). SDT is centered on the belief that human nature shows persistent positive features,
that it repeatedly shows effort, agency and commitment in their lives that the theory calls
“inherent growth tendencies”. People also have innate psychological needs that are the basis
for self-motivation and personality integration.
For the Socio-emotional development the researchers used Erikson’s Psychosocial
Theory of Development. Erikson believed that personality develops in a series of stages.
Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of social
experience across the whole lifespan.
Conceptual Framework
INDEPENDENT DEPENDENT
 Student’s Motivation
- Intrinsic
- Extrinsic  Academic Achievement
- General Point Average (GPA) of
 Socio-emotional Development First Year College Students

- Emotional Stability (S.Y. 2015-2016)
- Social Efficiency
- School Adjustment
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This conceptual paradigm shows the Independent and dependent variable. The
independent variables are Student’s Motivation (with sub-variables Intrinsic and Extrinsic)
and Socio-emotional Development (with sub-variables Emotional Stability, Social Efficiency
and Social Adjustment).
On the other hand, the dependent variable is the General Point Average (GPA) of the
respondents.
Statement of the Problem
This study determined the impact of the students’ motivation and socio-emotional
development to the student’s academic achievement. Specifically, it answered the following
questions:
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1. What is the profile of the respondents in terms of the following:
1.1 Gender; and
1.2 Age?
2. What is the respondents’ level of academic achievement?
3. What is the respondents’ level of motivation in terms of the following:
3.1 Intrinsic; and
3.2 Extrinsic?
4. What is the respondents’ perceived level of socio-emotional development in terms of the
following:
4.1 Emotional Stability;
4.2 Social Efficiency; and
4.3. School Adjustment?
5. Is there a significant relationship between the respondents’:
5.1 Level of motivation and their academic achievement; and
5.2 Level of socio-emotional development and their academic achievement?

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Hypotheses
H01= There is no significant relationship between the respondents’ level of
motivation and their academic achievement.
H02= There is no significant relationship between the respondents’ level of socio-
emotional development and their academic achievement.
Scope and Limitations
This study was conducted at Polytechnic University of the Philippines, San Pedro Campus.
The respondents of this research were the first year college students. This research is mainly
focused on the academic achievements of the college students in the Year 2014-2015. The
variables that the researchers used were student’s motivation, socio-emotional development
and academic achievement.
Significance of the Study
This research will be beneficial to the following people:
The Students
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The main focus of this research is to develop the students’ motivation and their socio-
emotional development for them to increase their full potentials and to understand themselves
better and to help them perform well in school and succeed academically.
The Teachers
This research will be beneficial to the teachers for them to motivate their students and
to understand the importance of knowing and understanding socio-emotional development so
that they could design activities that could improve the socio-emotional learning of the
students.
The Parents
Parents need to play their roles in motivating their children and help them develop
their emotional stability, efficiency and social adjustment for them to perform well in school.
Parents should help their children to understand themselves and feel accepted, worthy and
capable to be successful in any school activities, tasks and most of all in academic subjects.
The School Administration
The school administrators manage the school. This institution will benefit from this
research; they will come to know the types of motivation that the students possess and need.
They will also know the problems that the college students encounter. And because of this
research the school administrators will know what strategic plans and program or intervention
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program can be implemented to address the needs of the students. They can bring about
educational innovations which are for the betterment of the system. Since the school
administrators evaluate what the school offers in terms of students’ output and progress.
The Guidance Teacher
The findings of this study will provide information to the Guidance Counselors on the
students’ problem. This will serve as reliable basis in finding out solutions, enriching
information and follow-up services to students with regard to their academic issues.
The Future researchers
The results of this research can be used as the basis for further researchers on the
impact of students’ motivation and socio-emotional development to the academic achievement
of the college students. The future researchers can evaluate and widen the scope of this
research. They can make it broader and assess the results of this research.
Definition of Terms
The terms used in this study are defined as follows:
Academic Achievement. This is defined according to how well the student accomplishes
work in the school setting.

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Emotional Efficiency. This is the ability of the student to perceive not only his/her own
emotions but as well as the emotions of the other people around him/her.
Emotional Stability. This is the capacity of the student to maintain one’s emotional balance
under stressful situations especially in school works and academic loads.
Extrinsic motivation. This term can be defined as “pertaining to a wide variety of behaviors
that are engaged in as a means to an end and not for his/her own sake”. It comes into play
when a student is compelled to do something or act a certain way because of factors external
to him or her (like money or good grades).
Intrinsic motivation. This term refers to be in an activity for itself and the pleasure and
satisfaction derived from participation. It occurs when people are internally motivated to do
something because it either brings them pleasure, they think it is important, or they feel that
what they are learning is significant.
Motivation. This term refers to the attribute that “moves” us to do or not to do something.
School Adjustment. This is an effort made by the student to cope with standards, values, and
needs of a society in order to be accepted.
Chapter II
Review of Related Literature and Studies
This chapter presents the review of related literature which has relevance to the
present research. It contains concepts, theories, and significant studies and findings of
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previous researches that helped the researchers develop and support their ideas in identifying
the relationship between motivation and socio-emotional development with the student’s
academic achievement.
Foreign Literature
Maslow (1943) posited that there are five basic needs of man which are physiological,
safety, love, esteem and self-actualization. In addition, individuals are motivated by the desire
to achieve or maintain those needs for their satisfactions. These basic needs are related to each
other and arranged in the hierarchy of primacy. This means that the most supreme need will
dominate others and increase the capacity or potential of an individual.
De Catanzano (1998) discussed that social encouragement is one of the strongest
motivations of human behavior. The social interaction of an individual with his family, peers,
classmates and public media influence his or her development. These factors channel the
individual’s natural drives and emotions.
Erikson (1977) posited that an individual experiences the identity crisis during his
adolescent stage. During this stage, they try out different roles and personalities before they
reach a stable sense of self. This personality experimentation is a deliberate effort on the part
of the adolescent to find out where they fit in their society. He explores and discovers his role
and identity while having confusion on what the society expects him to be. This identity
confusion can result to individuals isolating themselves from peers and family or they may
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lose their identity in the crowd. According to Erikson, this reflects the desire to achieve a
meaningful identity through being true to oneself rather than hiding one’s identity to fit in the
society where he belongs.
Waters and Sroufe (1983) believed that the key dimensions of social competence
include environmental and personal resources. Environmental resources are those things that
can support or develop an adolescent’s ability to coordinate emotion, cognition and behavior
to his developmental progress. Adult agents like parents are important environmental
resources throughout childhood and adolescent’s stage. Other people’s recognition and
acknowledgment of any achievement he has had can increase or develop his self-worth.
Ford (1986, 1987) emphasized that social competence involves individual and social
goals. He believes that social competence consists of four defining issues, which are the
following:
1. Identity
Regarding this type of social competence, the self-assertive task is to develop
one’s individuality. The self-assertive would not depend on others for self-definition. The
integrative aspect of identity development is belongingness. Ford believes that the
emphasis should be in active engagement of the social environment to create situations
that will enhance both self-assertive and belongingness aspect of individual’s identity.
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2. Control
In this type of social competence, self-determination is the self-assertive goal.
Adolescents begin to establish and maintain personal control over life circumstances.
Social responsibility is attained by accepting the necessary types of social control.
3. Social Comparison
In this type of social competence, adolescents compare themselves to others. The
self-assertive ones occurs as a competitive person. The integrative aspects of social
comparison are equity from the unbiased treatment of people who surround the
adolescent.
4. Resource Distribution
Adolescents need to be competent with resource allocation. These resource
provisions are needed to improve the functioning of other individuals and social groups.
The resource acquisition and provision often can be attained in the same context. Indeed,
the adolescent’s unwillingness to provide resources reciprocally to others makes it
difficult for him to acquire resources.
As a summary, Ford’s view recognizes that social competence involves both internal
and external dimensions.
Santrick (2007) discussed that academic accomplishments are important for most
preadolescents, because they need to be proud of their achievements. The child’s desire to
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excel usually increases his efforts. He looks for an area of success, and when he finds one,
either in academic or non-academic fields, he is benefited. If his sense of accomplishment is
strengthened, the feelings of inadequacy that readily afflict the non-achieving preadolescent
are counteracted. The adolescent defeatist attitude often begins to take root during the years of
late childhood. Procrastination at work and aggressiveness in social situations often
accompany this attitude. Parents through encouragement and control, can often correct the
situation if they are aware of the importance of achievement in preadolescence.
Peer identification is one of the major antecedents of late adolescent and adult
identification with persons of one’s own age. In late childhood, as stated earlier, close peer
associations are usually limited to members of the same sex. The emotional intimacy,
however, is a precursor of later identifications. Frequent peer activities in large and small
groups lay the foundations for personally gratifying relationships with cliques and crowds
during post puberty.
As a child becomes readier to respond to the information and suggestion of peer
groups, as the leader or majority rule of the group followed, the child recognizes alternatives
and expands his perspective. Then, in some home or school situations, he insists on acting on
his own choice. Peer identification thus represents a major step toward self- reliance. It is
noteworthy that a child of twelve or thirteen is occasionally concerned with and projects
himself into a new cycle of development that will continue until the twenties. He admires
boys who are bold and daring. She admires girls who are beautiful and popular. He wants to
be sixteen or eighteen, anticipating more freedom from parental demands.

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With adolescent developments and adjustment in mind, specific preparations can be
undertaken to form later attitudes, especially toward sex and morality .Fundamentally, this
preparation consists of parental and school instruction and the preadolescent’s own learning
about adjusting to sexual maturation. Because the school is primarily concerned with
intellectual development, the home bears a large share of responsibility for sexual, moral and
related instruction at this level.
Bandura (1977) explained that people learn through observing others’ behavior,
attitudes and outcomes of those behaviors. Most human behavior is learned observationally
through modelling: from observing others, one forms an idea of how new behaviors are
performed, and on later occasions, this coded information serves as a guide for action. Social
Learning theory explains human behavior in terms of continuous reciprocal interaction
between cognitive, behavioral, and environmental influences.
Bronfenbrenner (1979) mentioned that human development is influenced by the
different types of environmental systems. This theory helped us understand why we may
behave differently when we compare our behavior in the presence of our family and our
behavior when we are in school or at work.
Petri (1988) implied that there was a swing away from interest in concepts such as fear
of success to an examination of other themes within the domain of achievement motivation in
the 1980’s. One such topic concerns the ways in which we go about our achievement
behavior, a subject that has been called achievement style. There are three basic achievement
styles that are learned early in life and, as a result, direct the person’s behavior in achievement
situations. The basic achievement styles are direct, instrumental, and relational.
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People using the direct style confront achievement situations head-on and attempt to
achieve success through their own efforts. Within this category the intrinsic-direct style
describes people who like the demands and challenges of a task and measure their
performance against some internalized standard of excellence. People using the competitive-
direct style compare themselves to others or their or their accomplishments. People using this
style not only want to succeed, they want to do task better than anyone else .For such people,
competition is a necessary aspect of achievement tasks. The third subcategory within the
direct style is the power-direct style, which involves controlling other individuals.
Instrumental Style is typified by people who manipulate others to achieve their goals.
This manipulation is usually done consciously and with full awareness; however some people
behave this way so often that they become unaware of their manipulative behavior. Persons
using this style continually evaluate the potential benefit of social contacts as well as their
own accomplishments.
People using the personal-instrumental style use status, reputation, personal
accomplishments, education, occupation, financial or political powers and charisma to reach
desired goals. This style is often consciously used by individuals who place a high value on
external approval. The social-instrumental style, on the other hand, emphasizes the use of
personal relationships or other persons as a means of succeeding. People using this style have
faith in their ability to get what they want by using others. Reliant-instrumental style of
achievement also uses others but rather than manipulating them directly, these people depend
upon others to solve their problems for them.

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The relational style can be characterized by the individual who achieves some success
through association with another’s achievement. Thus a person may gain some measure of
success by working with someone who is successful. The collaborative-relational style
typifies the “team player” who takes his share of the responsibility and expects an equal share
of the rewards. The contributory-relational style is used by individuals who meet their own
achievement needs by contributing to the success of another. Finally, the vicarious-relational
style is used by persons who, without actively participating in it, view the success of another
as their own. As noted by Lipman it would be incorrect to assume that a given individual uses
only one of these styles. Most individuals use more than one style but show a preference for
one or two styles.
It is also said in Petri’s Motivation book that the need to achieve is always tempered
by another fundamental need, the need to avoid failure.
According to Adger (1995) teachers are directing, questioning, and criticizing;
students are explaining, narrating, and commenting – the give and take of verbal interaction
among students and teachers is the very stuff of school. Yet talk is like the water in which the
fish swims. Crucial as it is to life, it is usually taken for granted. Focusing on the verbal
interaction through which teachers and students accomplish lessons and other school activities
has various pay offs, however, the most important of which concerns students’ learning.
Vygotsky (1978) indicated that cognitive growth happens in the interaction between a learner
and an expert and interaction involves speaking or some other method of communication.
Thus student talk is not only a window on learning in progress; it is also part and parcel of the
learning. Strategically promoting students’ verbal interaction can promote their learning.
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Like talking, thinking is a taken for granted function by which people negotiate the
situations of everyday life. Recently, schools have embraced the notion that children can learn
to think better, to use thought more strategically in their work, when educators focus explicitly
on thinking processes in learning tasks.
Teaching thinking skills is likely to be listed prominently in schools’ mission
statements these days, yet thinking is not easy to define, and it is not always clear how schools
teach these skills or even promote better thinking. No widely accepted definition of thinking
skills can be offered here, because educators and researchers who have investigated thinking
do not share a unified understanding of what it is. Thinking skills – components of human
cognition are categorized in various ways. The familiar Bloom’s Taxonomy includes six
thinking processes: recall, comprehension, application, analysis, synthesis, and evaluation.
Other researchers who have built on Bloom’s work have analyzed cognitive activity gently.
Creative thinking is often contrasted with critical thinking, but again, without researchers’
agreeing on definitions for either category. Generally, the term critical thinking refers to
reasoning for purposes of analyzing information, making decisions or solving problems;
creative thinking may refer to producing information.
Fletchers and Sabers (1995) mentioned that the Cross-cultural study of academic
achievement has been and continuous to be a field of interest for educators, researchers,
educational policymakers, and the general public. International comparative studies in
education provide alternative perspective on early childhood educational practices, school
curricula, school policy, student background, and other socio-cultural variables that affect
teaching and learning.

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Researchers have compared levels of academic achievement cross-nationally and
attempted to draw conclusion and advance hypotheses to explain why certain groups surpass
others. Such studies frequently arouse political and public interest when result suggest the
superiority of one country over another in one or more specified academic domains.
A number of factors have been identified as affecting intellectual and academic
achievement and thus help to explain variability among cultures. This include cultural bias
and of test, equivalence test items, student in motivation and attitudes toward test taking,
familiarity with test taking, rural versus urban environment, level of education, pre-primary
education, early nutrition, cognitive and social stimulation, and socio-economic differences.
Local Literature
Bernardo (2013) believed that mastery achievement goals are combined with
academic achievement, as performance goals are not ,even so, studies on Asian countries
present that both master and performance approach goals are really related to achievement; it
is possible considering that in Asian Cultures , achievement motivation is oriented with
respect to society and not oriented individually. Currently, the structure of the social and
individual achievement motivation orientation are investigated, and also, achievement
orientations and achievement goals were investigated too in their relationship with the
achievement of Filipino University students. Results presented two aspects of social-oriented
achievement motivations-parent oriented and teacher oriented motivations and two aspects of
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individual oriented achievement motivation-personal performance standard and personal goal
choice. Even so, these achievement motivation orientations were not that related with
achievement. Rather, mastery and performance-approach goals were both positively related
with academic achievement, personal performance standards, and parent-oriented
achievement motivation.
Tenedero (2012) pointed out that motivation critically influences how the child will
learn. Every educator or teacher wants motivated students. There are two types of motivation
which are identified by psychologists: Extrinsic and intrinsic motivation. The use of positive
rewards to get the target behavior a student results to extrinsic motivation. Through the
teachers actions and words students can be helped to be determined to succeed. Educators
must use encouraging statements that reflect an honest evaluation of learner performance.
Studies infer that competitive arrangements and rewards give the idea or hint to
students that ability is what is valued. Learning is a complicated mind exercise that cannot be
done immediately. Studies show that learner must make big efforts and practice a lot for them
to be really good in a particular area. Studies also proved that the reading and writing skills of
high school students relate to the number of hours they have spent reading and writing. People
from disadvantaged environment have lesser percentage of learning because they have fewer
opportunities to learn and practice. And also those who are not able to attend school because
of work or illness cannot be expected to do as well at school compared to children who have
had more time to practice and acquire information.
It was also mentioned to another article about recognizing the Child’s unique
strengths, that Motivation, Interests, and Parental Word are the key factors on how to develop
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the unique qualities of the child.
Motivation. Parents aren’t astounded to know that their kids work better on activities,
assignments or projects that are closely allied to their interests most of the time than on
something that they are used to do. The child/adult self-motivation level has a strong bearing
on focus given to working on a task or activity, seeing it through to completion, and working
hard for the best possible result.
Interests. Aside from watching for ability, creativity, and motivation, parents must know their
child’s sustaining interests, those that remain relevant over the years. Children might be
asking about everything and anything. It is usual for their fancies to shift regularly.
Parental Word. Not every child is a genius and we know that, not everyone is gifted,
but someone might just be.
Parents can do a lot of things to know their child’s interests and abilities and to
encourage their child in unlocking his or her fullest potential.
Give your child exhilarating new chances to be the best learner, the most creative
persons, and the most gifted individuals they can be.
Foreign Studies
According to Deci (2000), intrinsic motivation is an act of doing something to make
oneself satisfied instead of some separable outcomes. When someone is intrinsically
motivated, he is going to do something not for the sake of rewards or any external thing but he
will do it because he wants to enjoy and to feel satisfied within themselves. Within the
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experimental studies of animal behavior, the phenomenon of intrinsic motivation was first
acknowledged. White (1959) found out there that even in the absence of rewards or
reinforcements, many organisms engage in exploratory behaviors. Even though these
behaviors clearly give adaptive benefits on the organisms, they still show that they're done not
for instrumental reason, but they're done for testing and expanding one's capacities.
There are many forms of motivation, but for us, humans, intrinsic motivation is an
important one. Since birth humans always explore, they're always curious and so much
willing to learn and they don't need any reinforcements or rewards to do so. This motivation is
a critical element on one's development because it is through acting on one's inherent interests
that one grows in knowledge and skills. The desire to be interested in novelty, to learn and
apply our skills is not limited to childhood, but is an important feature of human nature that
affects the characters needed across life's epochs. Williams and Deci (1996) have briefly
presented self-determination theory in order to make the critical distinction between behaviors
that are volitional accompanied by the experience of freedom and autonomy --those that
emanate from one's sense of self -- and those that are accompanied by the experience of
pressure and control and are not representative of one's self. Intrinsically motivated behaviors
which are performed out of interest and satisfy the innate psychological needs for competence
and autonomy are the prototype of self-determined behavior. Extrinsically motivated
behaviors-- those that are executed because they are instrumental to some separable
consequence--- can vary in the extent to which they represent self-determination.
Internalization and integration are the processes through which extrinsically motivated
behaviors become more self-determined.

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They saw that social contextual conditions that support one's feelings of competence,
autonomy, and relatedness are the basis for one maintaining intrinsic motivation and
becoming more self-determined with respect to extrinsic motivation. The facilitation of more
self-determined learning requires classroom conditions that allow satisfaction of these three
human needs -- that is that support the innate needs to feel connected, effective, and agentic as
one is exposed to new ideas and exercises new skills.
Birch and Gussow (1979) claimed that poverty contributes toward educational failure,
not simply because children are "culturally disadvantaged", but because their health and
nutritional status is inadequate to allow for the maximum mental development and for the
realization of their educational potential. The likelihood that the poor children would end up
being at-risk in terms of deficient development is a reality that could begin even before birth.
In that regard Birch and Gussow emphasized that society should concern itself more with the
full range of factors contributing to educational failure, among which the health of the child is
a variable of potential primary importance.
Rumberger (1995) said that student's family background is widely recognized as most
significant contributor to success in schools. His position supports that home has a major
influence on student's schooling success as Swick and Duff (1978) mentioned, and that it is
the quality of relationships within the student's home that affect the student's school
performance. In addition to that, Jacob and Harvey established variables of family
background that have been associated with student's success.

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Scales Roehlkepartain, Neil Keilsmeier and Benson (2000) concluded that
developmentally attentive school environment and more experimental curriculum help the
students be academically active.
Pintrich, Murphy and Alexander (2000) noted that the area with the greatest number of
categories and subcategories is research about goals and goal orientations. They pointed out
different labels that have been used for similar constructs.
In current research on goals in achievement contexts, there are three general
perspectives on goals. First is the target goal which has the social-cognitive research on
individuals' goals for a particular task or problem. Second is concerned more on general goals
that individuals pursue, it is not only focused on the goal but the reasons behind it. And the
third one is an achievement goal. It is concerned with the purposes or reasons why individual
is pursuing a task especially in terms of academic learning tasks.
Elliot (1997) pointed out about the classic achievement motivation research. It
addresses the issue of the purpose or reason of the students in pursuing learning tasks.
Ogundokun M. O and Adeyemo D.A (2010) proved that the emotional intelligence,
age and academic motivation were the predictors of academic achievement. The respondents
were the students of Oyo State, Nigeria whose age ranges between 12-17 years old.
Local Studies
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Casbadillo et al (2015) on their study concluded that the socio-emotional development
of a student is not affected by their Intelligence Quotient. It does not determine the changes in
their emotions, relation with others, their feelings and expectations, their self-concept and
personality. Nevertheless, various factors influence the emotional stability, social efficiency
and school adjustment of the students.
Alagon et al (2012) on their study proved that teachers’ performance and behaviors
correlate with the students’ academic achievements and interests. It documented the influence
of teaching performance and behavior to the students’ academic achievement and interests. It
also probed relationship to students’ academic achievements and teachers’ performance and
behavior in terms of: (a) teaching method and strategies; (b) mastery of the subject; (c)
personal characteristics and; (d) motivational behavior. And based on the data gathered during
the time of study, the teacher’s performance and behavior influenced the academic
achievement and interests of the students.
Synthesis
De Catanzano (1998) believed that the desires of an individual to learn motivate
him to be academically active and involve himself in school activities whether an
individual is intrinsically or extrinsically motivated. Studies of different researchers about
motivation show its impact to the outcomes of student's learning. Ryan and Deci (2000)
revealed the impact of motivation on individual's academic achievement. When someone is

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intrinsically or extrinsically motivated, he can excel well in school. Most studies about
motivation revealed that intrinsic motivation has heater impact than the extrinsic motivation.
Intrinsically motivated people were the ones that excel more and achieve their goals because
of their personal desires and drives to do something in order to attain the best outcomes. On
the other hand, external factors like rewards, incentives and recognitions from parents,
teachers or any agents can increase the level of desire of an individual particularly to perform
well in school. The more he feels accepted, recognized and challenged, and the more
encouragement he received, the more that his level of aspirations increases.
Socio-emotional development is another factor that can determine the
student's academic achievement. The emotional state and social relation of an individual can
affect his learning. Erikson (1977), Waters and Scroufe (1983) and Ford (1986) believed that
socio-emotional development can define one's identity and one's self-worth. An individual
tries to figure out his identity while trying to play the role that the society expects him to
assume. That was the reason why an individual is having an identity crisis stage in his
development. An individual tries to discover his identity and his role to the society where he
belongs. Aside from that, environmental and personal factors also influence one's progress.
For instance, parents, teachers and peers can support or develop an adolescent's ability to
coordinate emotion, cognition and behavior to his development. If an individualis recognized
and acknowledged by others, it can increase his level of aspirations. Academic achievements
are important for the adolescent and the more he feels recognized through his achievements in
school, the more the child's drives to excel increase because he wants others to know his
accomplishments. The child focuses more on school tasks or activities in order to complete
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and work hard to get the best possible results. Parents and teachers can do a lot of things to
know the learners’ interests and abilities and to encourage them in unlocking their fullest
potentials. Bandura (1977) and Bronfenbrenner (1979) explained the importance of social
and ecological factors to the individual development. Individuals can learn through observing
other’s behavior and because of that the attitudes and outcomes of that behavior serve as his
guide for action. And individual behaves differently when he is in different places or
situations. His behavior is different when he is in the presence of his family, friends, in school
or at home. His emotions and relationships with others can affect his performance.
These related literature and studies suggest that motivation and socio-emotional
development can determine the outcomes of student learnings. Student's motivation to do
something, his emotional capacity to endure the challenges and his social relations with others
and how well-adjusted he is in his school can influence his academic achievements. The more
he is motivated, he is emotionally stable and well-adjusted, the more he exerts efforts to study
hard in order to achieve his goals and aspirations whether in school or in any other situation.
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CHAPTER III
Research Methodology
This chapter presents the research method, description of the respondents, population
and sample, sampling technique, instrumentation, and data gathering procedure, the research
locale and statistical treatment of data.
Research Method
The study used descriptive correlational research method. According to Best and Khan
(1998), descriptive methods are non-experimental variables. Because the events or conditions
have already occurred, the researchers merely selected the relevant variables for an analysis of
their relationship.
Descriptive research includes surveys and fact finding inquiries of different kinds. The
major purpose of descriptive research is description of the state of affair as it exists at present.
The main characteristic of this method is that the researchers have no control over the
variables; they can only report what has happened or what is happening.
In this particular study, the descriptive research tried to find answers to the specific
questions outlined in chapter 1 through analysis of variable relationships.

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Description of the Respondents
The respondents of the study were the 1st year students of Polytechnic University of
the Philippines San Pedro Campus who were enrolled during the school year 2015-2016.
Population and Sample Size
The subjects of this study were the 384 first year college students of Polytechnic University of
San Pedro Campus enrolled during the academic year 2015-2016.
The formula for slovin is
1+ Ne2
¿
N
n= ¿
The computation for finding the sample is as follows:
Where,
N = 384 (Total population of First year college students in PUP San Pedro Campus)
e = .05 (Margin of Error)
2
1+ Ne
¿
N
n= ¿
2
1+ ( 384 ) ( 0.05)
¿
384
n=
¿
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n = 195.9 or 196
Sampling Technique
The researchers used the Slovin formula to determine the number of sample of
respondents. Lottery Random Sampling Technique was used in this study.
Instrumentation
The researchers used questionnaires to gather data to determine the type of students’
motivation, the level of emotional stability, social efficiency, social adjustment and the
academic achievement of the first year college students.
This questionnaire-checklist deals with the personal profile of the students in terms of
gender, sibling position and family structure.
Part I was for determining the respondent’s motivation which consists of two (2)
subparts. The first one was for intrinsic motivation and the other one was for extrinsic
motivation. The questionnaire for the intrinsic motivation was adapted from the study of
Carolyn A. Skinner entitled “Development of the School Achievement and Motivation Skill in
Assessment Tool Used to Different Reasons for Student Underachievement” in 2008, while
the questionnaire for the extrinsic motivation came from the study of Mark Lepper, Jennifer
Henderlong and Sheena Iyegan entitled “Intrinsic and Extrinsic Motivational Orientations in
the Classroom: Age Differences and Academic Correlates”.
Part II was for determining the perceived level of socio-emotional development of the
respondents which consists of three (3) subparts. The first subpart is for emotional stability,
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the second one is for the social efficiency and the third one is for school adjustment. This
questionnaire came from the thesis of Casbadillo et.al 2015, Intelligence Quotient and Its
Relationship to the Socio-Emotional Development of Grade 8 Students in Selected Public and
Private Schools.
The questionnaire was submitted and validated by Dr. Danilo B. Solayao, Dean of
College of Teacher Education at Pamantasang Lungsod ng Muntinlupa.
Data Gathering Procedures
The researchers gathered data using two steps of procedures:
1. The first step was the preliminary data gathering step. In this step, the researchers
asked permission from the director of the Polytechnic University of the Philippines
San Pedro Campus before the administration of the questionnaire to the target
population. The questionnaires were distributed after the determination of the
target population of the subjects.
2. The second step was the distribution of the questionnaires. The questionnaires
were administered to the respondents through the assistance of the researchers and
professors. The researchers tallied the survey results. The data were collected,
treated and analyzed using appropriate statistical tools.

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Research Locale
The study was conducted at Polytechnic University of the Philippines, San Pedro
Campus located at Brgy. United Bayanihan, San Pedro, Laguna.
PUP San Pedro Campus was established on April 9, 2002 as an open university center
by virtue of a memorandum of agreement signed by then Mayor Felicismo A. Vierneza of San
Pedro, Laguna and the PUP President Ofelia M. Carague.
Statistical Treatment of Data
This study employed the statistical tools such as Percentage analysis, weighted mean
and Pearson Product-Moment Correlation Coefficient (Pearson r) to interpret and analyze the
data.
For the statement of the problem number 1, the Percentage was employed to determine
the number of respondents in terms of age and gender.
The formula is as follows:
f
P= x 100
n
Where, P= percentage
f= frequency
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n= number of sample
For the statement of the problem number 2, the General Point Average (GPA) of the
respondents was the basis to determine the level of Academic Achievement. The parameter
was based from the PUP grading System.
GENERAL POINT AVERAGE
GRADE/MARK PERCENTAGE/ DESCRIPTION

EQUIVALENT
3.00 75 PASSING
2.75 – 2.99 76-78 SATISFACTORY
2.50 – 2.74 79-81 SATISFACTORY
2.25 – 2.49 82-84 GOOD
2.00-2.24 85-87 GOOD
1.75 -1.99 88-90 VERY FAIR
1.50 – 1.74 91-93 VERY GOOD
1.25 – 1.49 94-96 EXCELLENT
1.00 – 1.24 97-100 EXCELLENT

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For the statement of the problem 3 and 4, the weighted mean was employed to
determine the level of the students’ socio-emotional development and the type of motivation
that the students have.
The formula is as follows:
Which means:
Where, Wi= weight of each observations

Xi= observations
n= total number of observation
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For the statement of the problem number 3, the level of motivation of the respondents
was the basis to determine the level of Academic Achievement. The parameter was set to
interpret each bracket.
STUDENT’S MOTIVATION
Weighted Mean Equivalent Verbal Interpretation
3.50 – 4.00 4 Very High
2.50 – 3.49 3 High
1.50 -2.49 2 Low
1.00 – 1.49 1 Very Low
INTRINSIC MOTIVATION
3.50 – 4.00 4 Highly Motivated
2.50 – 3.49 3 Motivated
1.50 -2.49 2 Less Motivated
1.00 – 1.49 1 Unmotivated

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EXTRINSIC MOTIVATION
3.50 – 4.00 4 Highly Motivated
2.50 – 3.49 3 Motivated
1.50 -2.49 2 Less Motivated
1.00 – 1.49 1 Unmotivated
For the statement of the problem number 4, the level of Socio-Emotional Development
of the respondents was the basis to determine the level of Academic Achievement. The
parameter was set to interpret each bracket.
SOCIO-EMOTIONAL DEVELOPMENT
3.50 – 4.00 4 Very High
2.50 – 3.49 3 High
1.50 -2.49 2 Low
1.00 – 1.49 1 Very Low

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EMOTIONAL STABILITY
3.50 – 4.00 4 Stable
2.50 – 3.49 3 Stable
1.50 -2.49 2 Less Stable
1.00 – 1.49 1 Unstable
SOCIAL EFFICIENCY
3.50 – 4.00 4 Highly Efficient
2.50 – 3.49 3 Efficient
1.50 -2.49 2 Less Efficient
1.00 – 1.49 1 Inefficient

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SCHOOL ADJUSTMENT
3.50 – 4.00 4 Well - Adjusted
2.50 – 3.49 3 Adjusted
1.50 -2.49 2 Less Adjusted
1.00 – 1.49 1 Unadjusted
For the statement of the problem number 5, the Pearson R was employed to determine
if there were significant relationships between the student’s motivation and their academic
achievement, and the student’s level of socio-emotional development and their academic
achievement.
The formula for Pearson R is as follows:

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CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter presents all the information gathered through the questionnaire as well as
standard test conducted in the study. For a better and clearer presentation and interpretation,
the researchers tabulated all the data they have gathered.
Gender Frequency Percentage
Male 62 31.63
Female 134 68.37
Total 196 100
1. What is the profile of the respondents in terms of the following?
Table 1.1 Frequency Distribution of Respondents by Gender
Table 1.1 shows the profile of the respondents in terms of gender. It indicates
that there are 62 male respondents with the percentage of 31.63% and 134 female respondents
with the percentage of 68.37%. In total, there are 196 respondents. This shows that most of
the respondents are female.

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Table 1.2 Frequency Distribution of Respondents by Age
Age Frequency Percentage
15 below 2 1.02
16-17 163 83.16
18-19 27 13.78
20-21 3 1.53
22 above 1 .51
Total 196 100
As revealed in the table 1.2, 2 or 1.02 % of the respondents are aged15 below. 163 or
83.1% are 16-17. 27 or 13.78% are 18-19. 3 or 1.53% are 20-21. And 1 or 0.51% respondent
is above 22.
2. What is the respondent’s level of academic achievement?
Table 2 Percentage Distribution of Respondents’ Academic Achievement

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GPA Frequency Percentage Description
1.00 – 1.24 0 0 EXCELLENT
1.25 – 1.49 2 1.02 EXCELLENT
1.5 – 1.74 23 11.73 VERY GOOD
1.75-1.99 80 40.82 VERY GOOD
2.00-2.24 70 35.71 GOOD
2.25- 2.49 12 6.12 GOOD
2.50-2.74 7 3.57 SATISFACTORY
2.75-2.99 2 1.02 SATISFACTORY
3.00 0 0 PASSING
The table revealed the respondents’ academic achievement. 40.82% of the
respondents gained a “very good” remarks, 35.71% were “good”, and 1.02% were excellent
while another 1.02% gained a “satisfactory” rating.
Intrinsic Motivation Mean Interpretation Rank
1. I love learning new things. 3.6990 Highly Motivated 2

2. I do not give up when I do poorly on an assignment 3.1327 Moderately Motivated 11
or test
3. I keep on track of when my school assignments are 3.0153 Moderately Motivated 15
due.
4. I want to work on improving how I study for tests. 3.4490 Moderately Motivated 5
5. I like school. 3.1888 Moderately Motivated 9
6. I think I might be ready to work at trying to get 3.2704 Moderately Motivated 8
better grades
7. I find it hard to stick to a study schedule. 2.8674 Moderately Motivated 17

8. I can calm myself down when I need to. 3.3725 Moderately Motivated 6
9. When my school work is difficult, I either give up or 2.5612 Moderately Motivated 19
study only the easy parts.
10. I wish I had more ideas about to be less tense when 3.1684 Moderately Motivated 10
I take tests.
11. I focus on my strengths. 2.9388 Moderately Motivated 16
12. When I work hard in school, I do well. 3.3061 Moderately Motivated 7
13. It is important to me to get good grades in school. 3.6225 Highly Motivated 3

14. I am really working hard at keeping my school 3.1123 Moderately Motivated 13
assignments and paper organized.
15. Even when school assignments are not interesting, 3.1276 Moderately Motivated 12
I manage to work at them until I finish them.
16. I can handle the stresses and pleasures of school. 2.8571 Moderately Motivated 18
17. Being in school is a waste of time. 1.3827 Unmotivated 20
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18. I set high standards or goals for myself in school. 3.0765 Moderately Motivated 14
19. I worry that I will get a failing grades. 3.4541 Moderately Motivated 4
20. Doing well in school is important for my future. 3.7857 Highly Motivated 1
Table 3.1 Mean Distribution of Respondent’s Intrinsic Motivation
Table 3.1 shows the mean distribution of the respondent’s intrinsic motivation. Item
number 20 “Doing well in school is important for my future.” ranked first with a mean of
3.7857 and verbally interpreted as highly motivated. While item number 17 got the least with
a mean of 1.3827 and verbally interpreted as unmotivated. With an overall mean of 3.1194,
the respondents are intrinsically motivated.
Extrinsic Motivation Mean Interpretation Rank

1. The reason why I want to learn is it will help me to get a 3.8112 Highly Motivated 1
better job
2. The reason why I want to learn is that I want to please my 3.2092 Motivated 2
parents
3. The reason why I want to learn is that I will need it for 2.5612 Motivated 9
my working abroad
4. The reason why I want to learn is that I will need it for 3.1071 Motivated 3
my university studies
5. Studying is important to me because other people will 3.2755 Motivated 4
respect me more if I have knowledge of it
6. The reason why I study is that it is compulsory subject 2.3316 Less Motivated 14
7. I feel that the smarter I am, the more accepted I will be 2.4541 Less Motivated 12
by other students
8. I have the same attitudes towards college as my friends. 2.7806 Motivated 7
9. I study hard to get a reward from my parents. 2.1378 Less Motivated 17

10. The reason why I study hard is to ask for an increase in 1.6225 Less Motivated 20
my allowance
11. I read things because the teacher wants me to. 2.1256 Less Motivated 18
12. I ask questions because I want the teacher to notice me. 1.7143 Less Motivated 19
13. I work on problems because I’m supposed to. 2.7959 Motivated 6
14. I do my schoolwork because teacher tells me to. 2.4898 Less Motivated 10
15. I like to have the teacher help me with my schoolwork 2.3878 Less Motivated 13
16. If I get stuck on a problem I ask the teacher for help. 2.4643 Less Motivated 11
17. I don’t like difficult schoolwork because I have to work too 2.3571 Less Motivated 15
hard.
18. I like to stick to the assignments which are pretty easy to 2.7143 Motivated 8
do.
19. When I make a mistake I like to ask the teacher how to get 2.8163 Motivated 5
the right answer
20. I don’t like difficult schoolwork because I have to work too 2.3010 Less Motivated 6
hard.
Table 3.2 Mean Distribution of Respondent’s Extrinsic Motivation
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Table 3.2 shows the mean distribution of the respondent’s extrinsic motivation. Item
number 1 “The reason why I want to learn is it will help me to get a better job” is first in
ranking with a weighted mean of 3.8112 and interpreted as highly motivated. While item
number 10 “the reason why the respondent’s study hard is to ask for an increase in allowance”
ranked last with a mean of 1.6225 interpreted as less motivated. Overall, with a mean of
2.5729, the respondents are extrinsically motivated.

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4. What is the level of the students’ socio-emotional development in terms of the
following?
Emotional Stability Mean Interpretation Rank
1. I get angry, annoyed or irritated. 2.5918 Stable 4
2. I sleep well at night. 2.6786 Stable 2
3. I shout when I’m angry. 2.1378 Less Stable 9
4. I can still talk when there is no reason. 2.2653 Less Stable 8
5. I laugh when there is no reason to laugh. 1.9439 Unstable 13
6. I find it difficult to forget someone I am angry at. 2.5408 Stable 5
7. I like to tease my classmates until they cry. 1.4847 Unstable 18
8. I like to bully or fight others. 1.2092 Unstable 20
9. I like to quarrel with small students. 1.2347 Unstable 19
10. I get angry when my teacher reprimands me for 1.5612 Less Stable 16
the mistakes I commit.
11. I get angry when my friend goes out with others. 1.6735 Unstable 15
12. I forget what I want to say when there are a lot of 2.6990 Stable 1
people.
13. I cry when I don’t get what I want. 1.6888 Unstable 14
14. I destroy things when I’m angry. 1.4898 Unstable 17
15. I can talk to others when I’m angry. 2.4643 Less Stable 7
16. There are instances that I talk to myself. 2.5969 Stable 3
17. I am afraid if many things inside or outside our 2.0102 Less Stable 11
house.
18. There are times that I wish I were dead. 1.9286 Unstable 12
19. There are times that I feel someone is following 2.0714 Less Stable 10
me.
20. I hate being left alone in a dark room. 2.4847 Less Stable 6
Overall 3.1194 Stable
Table 4.1 Mean distribution of Respondent’s Emotional Stability
The table shows the mean distribution of the respondent’s emotional stability. Item
number 12 “I forget what I want to say when there are a lot of people” ranked first with a
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weighted mean of 2.6990 and interpreted as stable. While item number 8 “I like to bully or
fight others” ranked last with a mean of 1.2092 and interpreted as unstable. With an overall
mean of 3.1194, the respondents are emotionally stable.
SOCIAL EFFICIENCY Mean Interpretation Rank
1. I want to have many friends. 3.3725 Efficient 3
2. I respect elders and people in authority. 3.4983 Efficient 1
3. I don’t play with my classmates and 1.7857 Less Efficient 20

friends
4. I like to help others. 3.3980 Efficient 2
5. Other students help me. 2.9133 Efficient 8
6. I recite in class. 2.6531 Efficient 13
7. I listen to my classmates while they are 3.0969 Efficient 5

reciting.
8. I like visitors at home take their seats. 2.7449 Efficient 10
9. I like to be a leader in class 2.1837 Less Efficient 19
10. I like others to become leaders. 3.0306 Efficient 6
11. I talk to everyone in class 2.8878 Efficient 9
12. I only talk to my friends. 2.3112 Efficient 17
13. I enjoy going to parties with friends. 2.6276 Efficient 14
14. I help in the maintenance of cleanliness 2.4541 Efficient 16

in school.
15. I participate in school programs and 2.6735 Efficient 11

activities.
16. I am assigned as leader in class 2.2755 Less Efficient 18

activities.
17. I actively participate in class recitations. 2.5714 Efficient 15
18. I raise my hand if I want to recite. 3.1327 Efficient 4
19. I hate large crowds. 2.6633 Efficient 12
20. I am friendly to all the students in 2.9235 Efficient 7

school.
Overall 2.7599 Efficient
Table 4.3 Mean Distribution of Respondent’s Social Efficiency
The table shows the mean distribution of the respondent’s social efficiency. Item
number 2 “I respect elders and people in authority” ranked first with a weighted mean of
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3.4983 and interpreted as efficient. While item number 3 “I don’t play with my classmates and
friends” got the least with a mean of 1.7857 and interpreted as less efficient. With an over-all
mean of 2.7599, the respondents are socially efficient.
School Adjustment Mean Interpretation Rank

1. I like my school 3.5459 Well – Adjusted 1
2. I enjoy the activities in school 3.3316 Adjusted 3
3. I like my teachers. 3.0918 Adjusted 10
4. I play with classmates in school. 2.7857 Adjusted 15
5. I like to be in school rather than at 2.8827 Adjusted 12
home.
6.My teacher listens when I am talking. 3.2653 Adjusted 5
7. My classmates like to listen to what I 2.9133 Adjusted 11
am saying.
8.I enjoy the presence of classmates 3.1888 Adjusted 7
9. I enjoy playing with friends. 3.2194 Adjusted 6
10. I approach my teacher when I need 2.8469 Adjusted 13
something.
11. I like going home early when I need 3.1480 Adjusted 8
something.
12. I am afraid of being called to recite 2.7194 Adjusted 16
by my teacher.
13. I enjoy watching school programs. 3.1224 Adjusted 9
14. I skip classes even when I am feeling 1.5918 Less Adjusted 20
well.
15. I like to have a clean surrounding in 3.5255 Well Adjusted 2
school.
16. I am late going to school. 1.9694 Less Adjusted 19
17. I enjoy making my assignments. 2.7143 Adjusted 17
18. My classmates are friendly to me. 3.2755 Adjusted 4
19. I enjoy all my subjects in school 2.8010 Adjusted 14
20. My teachers praise me when I do 2.1792 Less Adjusted 18
something good in class or school.
Overall 2.9059 Adjusted
Table 4.3 The Mean Distribution of the Respondent’s School Adjustment
The table shows the mean distribution of the respondent’s school adjustment. Item
number 1 “I like my school” ranked first with a weighted mean of 3.5459 and interpreted as
well-adjusted. While item number 20 “I skip classes even when I’m feeling well” got the least
with a mean of 1.5918 and interpreted as less adjusted. With an overall weighted mean of
2.9059, the respondents are socially adjusted.
5. Is there a significant relationship between the respondent’s?

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Table 5.1: The Correlation between Intrinsic Motivation and Academic Achievement
Intrinsic Grade Point

Motivation Average (GPA)
Pearson Correlation 1 .163*

Intrinsic .022
Motivation Sig. (2-tailed)
196
N 196
Grade Point Pearson Correlation .163* 1

average .022
Sig. (2-tailed)
196
N 196
*.Correlation is significant at the 0.05 level (2-tailed).
The table shows the correlation between the student’s intrinsic motivation and the
academic achievement. The intrinsic motivation and the GPA achieved a Pearson r value of .
163*. The correlation is significant at the 0.05 level. Therefore, there is a positive weak
correlation between intrinsic motivations with the grade point average.
Extrinsic Grade Point

Motivation Average (GPA)
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Pearson Correlation 1 -.100
Extrinsic .165
Motivation Sig. (2-tailed)
196
N 196
Grade Point Pearson Correlation -.100 1

average .165
Sig. (2-tailed)
196
N 196
Table 5.2: The Correlation between Extrinsic Motivation and Academic Achievement
*. Correlation is significant at the 0.05 level (2-tailed).
The table shows the correlation between extrinsic motivation and grade point average.
Extrinsic motivation and the GPA achieved a Pearson r value of -.100. The correlation is
significant at the 0.05 level. Therefore, there is negative weak correlation between extrinsic
motivation and grade point average.
Emotional Grade Point Average

Stability (GPA)
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Pearson Correlation 1 -.056
Emotional .438
Stability Sig. (2-tailed)
196
N 196
Grade Point Pearson Correlation -.056 1

average .438
Sig. (2-tailed)
196
N 196
Table 5.3: The Correlation between Emotional Stability and Academic Achievement
The table shows the correlation between emotional stability and grade point average.
Emotional stability and the Academic Achievement achieved a Pearson r value of -.056. The
correlation is significant at the 0.05 level. Therefore, there is negative weak correlation
between emotional stability and grade point average.
Table 5.3: The Correlation between Social Efficiency and Academic Achievement
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Social Grade Point

Efficiency Average (GPA)
Pearson Correlation 1 .046

Social .518
Efficiency Sig. (2-tailed)
196
N 196
Grade Point Pearson Correlation .046 1

average .518
Sig. (2-tailed)
196
N 196
The table shows the correlation between social efficiency and grade point average.
Social efficiency and the Academic Achievement yielded the Pearson r value of .046. The
correlation is significant at the 0.05 level. Therefore, there is positive weak correlation
between emotional stability and grade point average.
Table 5.3: The Correlation between School Adjustment and Academic Achievement
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School Grade Point

Adjustment Average (GPA)
Pearson Correlation 1 .046

School .518
Adjustment Sig. (2-tailed)
196
N 196
Grade Point Pearson Correlation .046 1

average .518
Sig. (2-tailed)
196
N 196
The table shows the correlation between school adjustment and grade point average.
School adjustment and the Academic Achievement achieved a Pearson r value of .518. The
correlation is significant at the 0.05 level. Therefore, there is positive weak correlation
between emotional stability and grade point average

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CHAPTER V
Summary of Findings, Conclusions and Recommendations
Summary of Findings:
On the basis of the analysis of the data gathered, the following findings were arrived
at:
Personal Profile
The study showed that 68% of the respondents were female and 32% of them were
male. In terms of respondents’ age, 1% of them was 15 years old and below, 83% of them
were 16-17 years old, 14% were 18-19 years old, 2% were 20-21 years and 0.51% of them
was 22 years old and above.
In Level of Academic Achievement
The results revealed that 40.82% of the respondents got a 1.75-1.99 General Point
Average (GPA), 35.7% of the respondents got a 2.00-2.24 GPA, 6.12% of them got a 2.25-
2.49, and the remaining 11.734% of the respondents got 1.50-1.74.
Level of Motivation;
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Findings revealed that most of the students are intrinsically motivated with a mean of
3.1194. On the other hand, extrinsic motivation gained an over-all weighted mean of 2.5729.
Level of Socio-emotional Development:
Findings revealed that most of the students are emotionally stable with an overall
mean of 3.1194 followed by the students who are socially adjusted with an overall mean of 2.
9059 and being socially efficient got the least with an overall mean of 2.7599.
Significance of the Relationship between the Respondents:
The result of Pearson r correlation says that only intrinsic motivation has
strong relationship with the respondent’s academic achievement. The intrinsic motivation has
a Pearson r value of 1 while the GPA has .163*. The correlation is significant at the 0.05 level.
Therefore, null hypothesis is rejected.
The results of Pearson r correlation showed that emotional stability, emotional
efficiency and school adjustment have a weak correlation with the respondent’s academic
achievement. Therefore null hypothesis is accepted.
Conclusions:
1. In terms of gender, the respondents are mostly female students and majority of the
respondents are 16-17 years old.

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2. Most of the respondents are very good academically; majority of them received a
grade point average of 1.75-1.99.

3. Majority of the respondents are intrinsically motivated. It manifests that the
respondents do activities for their inherent satisfactions. These are the people who
move to act for the fun or challenge rather than moving for external pressures and
rewards, while some of them are extrinsically motivated. Meaning to say, they do an
activity simply for the enjoyment of the activity itself, rather than its instrumental
value.
4. The respondents manifest behavior in which they can control themselves and manage
their emotions. They are high in social efficiency which means they are comfortable
interacting with other people. It also implies that the school, the administration and
instructors or teachers provide the students opportunities to develop their socio-
emotional behavior..
5.
a. There is a significant relationship between student’s intrinsic motivation and their
academic achievement. This shows that the more they are motivated intrinsically,
the more they are likely to get high grades. On the other hand, extrinsic motivation
does not affect their academic achievement. It means they accomplish tasks not
because of the rewards they will get, but because they want to and they feel they
need to do it.
b. There is no significant relationship between the student’s level of socio-emotional
development and their academic achievement. The level of socio-emotional
development of the students is also not the basis for their academic achievement.
Changes in emotions, relations to others, expectations and personality are not

57 | P a g e
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determinants of how students perform at school. Therefore, the level of socio-
emotional development does not affect academic achievement.
Recommendations
In the light of the foregoing findings and conclusions, the following recommendations are
proposed to be considered.
Parents
1. Parents should motivate their children on how to do well in school. They should
monitor or keep regular updates about the performance of their children especially in
academic aspect.
2. Parents should help their children to prioritize school activities before anything else.
They should teach their children to set high standards or goals for themselves because
doing well in school is important for their future.

3. Parents should teach their children to build harmonious relationships with other people
so that their children would not become bully or be bullied by their classmates or
friends. This can be done if they know what is happening to their children outside their
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house. They should also need to listen to their children’s dilemma so that they can help
them.
Teachers
1. Promote school activities which are actively engaging and participatory, such as role play,
grouping and etc.

2. Conduct school activities which will unleash the full potential of the students which will
cater their strengths particularly in academics. This can be done by determining their
strength first and then conduct activities where their interests fit in.
3. Engage students in a learning process which will develop the student's academic aspect
by developing learning outcomes to direct course planning, relating these learning
outcomes to students' acquisition of knowledge, problem solving, critical thinking skills,
and values, and using these outcomes to select appropriate teaching and learning methods
and educational technologies.
4. Educators need to place more emphasis on how to foster intrinsic numbers for learning.
This can be done by promoting activities that can challenge students to come up with new
solutions to old problems and by creating a trusting atmosphere.

5. Feedback from the students in the program is essential. This can be done by listening to
the student’s own stories and personal experience through Open-door program. Another is
way on how to get feedback from the students is through Suggestion box System.
Students feel they are important if their stories and opinions are heard.
6. Avoid giving rewards and prizes to the students when conducting activities and
recitations.
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7. Promote activities that may help their students to build a good relationship with one
another in order to lessen the bullying inside and outside the school. This can be done
through team building activities.
Administrators
1. School Administrator should assess the school programs to ensure the system of its
goals. Feedback from the students in the program is essential.

2. Promote a concept of community college program and events that will help to build
relationships between faculty and students, and students with other students.
3. Have a specific counselor assigned to the cohort to help reinforce student's success,
habits and skills that provide guidance to the community college experience.
4. Should conduct a seminar discussing the consequences of bullying.
5. The school administrator can implement intervention programs and activities on how
to engage student’s motivation and socio-emotional development to academic
achievements. He should create programs on sustaining literacy action plan to achieve
competence literacy. Students must be motivated by engaging them to tasks or
activities which involve on enhancing their macro skills and academic matters to
improve their proficiencies. School administrator can also help to localize the
curriculum by involving the community in its content. Students can learn more
through real-world interactions as springboard for further inquiry, social collaboration
and opportunities for self-improvement by making connections to their daily life
experiences. This can be done by applying other ways of teaching instruction outside
the classroom or school environment like allowing school activities outside the school
but with the permission and guidance of the school administrator and the teacher
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assigned. The role of the school administrator is to ensure that the engagement and
instruction is provided by all teachers and all students.
Future Researchers
The results of this study provide potential insights for future research. More studies need
to be done especially on the following topics:
a. Factors that affect the academic achievement of the students.

b. Academic achievement: its impact on the socio-emotional development of the
students.
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Bibliography
 Adger, Carolyn Temple, (1995). Engaging Students, Corwin Press Inc.
 Bernardo, (2013). Individual and Social Dimension of Filipino Students
Achievement goals, Charlotte N. C. Evolutionary, Information Age Publications.
 Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
 De Catanzano, Denys A. (1998). Motivation and Emotion: Evolutionary,
Physiological, Developmental and Social Perspectives, Pearson.
 Green, Christopher D. (1943). Classics in the History of Psychology, Ross W.D.
(Ed.)
 Petri, Herbert L. (1988) Motivation (Theory, Research, and Application) 4th
edition,Wadworth Publishing Company.
 Rumberger, R.W (1995). Dropping Out of Middle School: A multi-level Analysis
of Students and schools. American Educational Research Journal, 32, 583-626.
 Santrick, John W. (2007) Adolescence 4th edition, McGraw-Hill Book Corp. Inc.
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Achievement
 Fletcher, Todd V. and Darrell Sabers, 1995, Comparative Education Review.
Vol.39, No.4, Publisher’s Circular Limited.
 Fletcher, Todd V. and Darrell Sabers, (1996), Focus on National Context in
Academic Achievement. H.W. Wilson Company.
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 Tenedero, Henry S. (2012) Recognizing your Child’s Unique Strengths.
 Singh, Kulwinder. 2011, International Journal of Educational Planning &
Administration. Volume 1, Number 2 (2011), pp. 161-171. © Research India
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 Alagon et.al. 2012, The Influence of Teacher’s Performance in Behavior to the
Student Academic Achievement. Okofor, Patrick C. 2007, A Case Study: Factors
Contributing to the Academic Achievement of Low Socio-Economic Status of
Students in Arambra South Country, Arambra State Nigeria.
 Broussard Sheri Coates. 2002, The Relationship between Classroom Motivation and
Academic Achievement in First and Third Grades
 Casbadillo et.al. 2015, Intelligence Quotient and Its Relationship to the Socio-
Emotional Development of Grade 8 Students in Selected Public and Private Schools.
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Academic Advising
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 Okafor, Patrick C. (2007). A Case Study: Factors Contributing to the Academic
Achievement of Low-Socio Econimic Status of Students in Anambra South County,
Anambra State Nigeria.
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Achievement: the Moderating Influence of Age, Intrinsic and Extrinsic Motivation.
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Psychology.
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Metacognition.
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1|Page

Motivation and Socio-Emotional Development: Its Impact on the Student’s Academic

way”. -Les Brown

order to overcome these inevitable circumstances.

Socio-emotional development also has something to do with the academic

Motivation and socio-emotional development are intertwined. This study was

students have an impact to their academic achievement.

Background of the Study

goal oriented success or failure activities.

Achievement motivation is a stable learned characteristic in which satisfaction comes

from striving for and achieving a level of excellence.

According to Pintrich (2000), current research on goals in achievement contexts seems

motivated behavior. A third perspective on goals, achievement goals, reflects an intermediate

Achievement goals refer to the purposes or reasons an individual is pursuing an achievement

to explain achievement motivation and behavior.

Current researches on Socio-emotional development show that self-regulation of

continued success in school and beyond.

On Erikson’s fifth psychosocial stage (1950), which corresponds to the adolescent

any motivated behavior, either preparatory or consummatory, must be understood to be a

for self-motivation and personality integration.

For the Socio-emotional development the researchers used Erikson’s Psychosocial

Theory of Development. Erikson believed that personality develops in a series of stages.

experience across the whole lifespan.

 Socio-emotional Development First Year College Students

and Socio-emotional Development (with sub-variables Emotional Stability, Social Efficiency

and Social Adjustment).

Statement of the Problem

development to the student’s academic achievement. Specifically, it answered the following

1. What is the profile of the respondents in terms of the following:

1.1 Gender; and

2. What is the respondents’ level of academic achievement?

3. What is the respondents’ level of motivation in terms of the following:

3.1 Intrinsic; and

4. What is the respondents’ perceived level of socio-emotional development in terms of the

4.1 Emotional Stability;

4.2 Social Efficiency; and

4.3. School Adjustment?

5. Is there a significant relationship between the respondents’:

5.1 Level of motivation and their academic achievement; and

5.2 Level of socio-emotional development and their academic achievement?

H01= There is no significant relationship between the respondents’ level of

motivation and their academic achievement.

H02= There is no significant relationship between the respondents’ level of socio-

emotional development and their academic achievement.

Scope and Limitations

and academic achievement.

Significance of the Study

This research will be beneficial to the following people:

to understand the importance of knowing and understanding socio-emotional development so

The School Administration

The Guidance Teacher

The Future researchers

impact of students’ motivation and socio-emotional development to the academic achievement

The terms used in this study are defined as follows:

work in the school setting.

under stressful situations especially in school works and academic loads.

to him or her (like money or good grades).

what they are learning is significant.

needs of a society in order to be accepted.

Review of Related Literature and Studies

dominate others and increase the capacity or potential of an individual.

De Catanzano (1998) discussed that social encouragement is one of the strongest

individual’s natural drives and emotions.