1

INTRODUCTION

Significance of the Study

Competition anxiety as an emotional reaction for when a performer

experiences anxiety symptoms when an upcoming high-stakes competition is

approaching. Competition anxiety causes negative effect and disrupt

performances as its hinder an individual performance to achieve his optimal

level. Participating in a competition naturally brings out the feelings of

excitement and nervousness. However, performers may tense up days before

competing that even in practices, it affects their performance. Although, such

feelings are natural to experience, they can really affect the performance in

significant ways.

Performer’s anxiety can be debilitating with negative effects on a

performer’s performance. It is a threat to performers because of high

expectations, pressure, and fear of failing, the overall performance of the

performer will be affected. However, motivated performer tends to have a

better performance and surpass the feeling of anxiety. Motivating oneself can

lead to progress to reach their desired goals and performer may feel slightly

less anxious. The result of this study will serve as a reference of the Institute

of Sports, Physical Education, and Recreation and their delivery of their

programs and services to the students. They will also formulate and come up

with a certain program which could help lessen or manage the anxiety of the
 2

respondents towards competition. With the help of the result of this study, they

will be able to address and provide intervention programs to the respondents

that could help them minimize their anxiety towards competition. As the major

contributor of this study, the result of the study will help the respondents to

express their status in terms of their anxiety during competition and also a way

for the respondents to inform the department-in-charge of their performances

for them to able to know the anxieties of their performers. As a researcher, this

study is significant and also beneficial because through this study, the

researcher observes that this problem is still relevant and has a great impact

to their performance. As a performer, this study is beneficial because it will

serve as an awareness of the anxieties that could possibly affect the

performance towards competition. As a future coach or trainer, the result of

this study will be significant and beneficial because the researcher can serve

this study as basis on what approach can be used to the performers to lessen

their anxieties towards competition. And as future researcher, the result of this

study will be significant and beneficial because this study could serve as your

reference and could improve to the success of your study.

Objective of the Study

This study aims to determine the intrinsic motivations and competition

anxiety of University Performing Arts Guild (UPAG) members.

 3

It will specifically aim to:

1. determine the intrinsic motivations of the respondents;

2. determine the anxieties among respondents during competition; and

3. determine the significant relationship between intrinsic motivation and

competition anxiety among UPAG members.

Expected Outputs of the Study

These are the expected outputs of the study;

 determined and present the intrinsic motivations of the respondents.

 determined and present the anxieties among respondents during

competition.

 determined and present the significant relationship between intrinsic

motivation and competition anxiety among UPAG members.

Place and Time of the Study

The study will be conducted from December 2022 to February 2023 to

the UPAG members of University of Southern Mindanao, Kabacan, Cotabato.

 4

Operational Definition of Terms

University Performing Arts Guild (UPAG) – refers to the groups of

performers in University of Southern Mindanao, which composed of; B’dadali,

UMDT, Sibol, USM Chorale, and USM Band.

Intrinsic motivations – refers to any motivational factors such as praise by

the coaches after successfully completing a better performance. This

motivation could lead the performers be motivated and not able to commit

mistakes and perform the best out of them.

Competition Anxiety – these are the emotions to be measured based on the

scale as felt by the UPAG performers that competed during MASTS 2022.

Mindanao Association of State Tertiary Schools Incorporated (MASTS)

Competition – this is the organization of tertiary schools in the whole

Mindanao where the UPAG participated.

Competitive activity – refers to the actions undertaken by the performers

such as practice regimen to improve their skills and to lessen the anxieties

towards the competition.

 5

REVIEW OF RELATED LITERATURE

Intrinsic Motivation

As stated by Deci (2012) in his self-determination theory, he determined

the distinction between the two broad types of motivation, the intrinsic

motivation and extrinsic motivation, based on the levels of the self-

determination of an individual indicates when doing a particular task. Intrinsic

motivation is a manner where it has to do something within yourself because it

gives pleasure, happiness, bright, and satisfaction to the person doing it

(Weber, Lu, Shi, and Spinath, 2013). Self-determination theory highlights that

when a person is intrinsically motivated, individual is aiming for its satisfaction

or reward within himself or herself.

In academic context, it perceives that intrinsic motivation has a great

impact that provides to the success of the students academically (Moula,

2013). Intrinsic motivation comes out from an individual’s enjoyment or interest

in the particular performance. It does intricates working on activities or tasks

for the sake of an external reward rather, it involves the feeling of inner

pleasure in the activity itself. This kind of individual tends to exert more effort

on the given task and continuously doing that task for a long time (Deci and

Ryan, 2012).
 6

Moreover, they view this type of motivation as a driving force that

involves doing activities without external encouragement. Without any

rewards, an individual is willing to act as long as he is interested or personally

enjoys the task (Sincero, 2012). As cited by Schiefele 2013, intrinsic

motivation is a crucial coercion that motivates the individual to participate in

any activities because they are interested to learn and to enjoy the learning

process as well. It also the driving force of an individual to develop its potential

and to face new challenges (Harter, 2015).

According to Self-determination theory, although individual have natural

preference to control their actions, they are under the influences of social and

contextual factors like partners or lovers and distant factors such as history,

culture, and policies, that may either facilitates or hinders their natural abilities

to act or perform. Significantly, within self-determination theory, social and

contextual factors have been already identified to influence motivation through

the intervention of three basic psychological needs (Deci, 2012).

More specifically, when these factors satisfy these three needs,

autonomy, competence, and relatedness, by giving individuals the freedom to

do whatever they want to do, providing them with positive feedback and

praising them about how good their performance is, and supporting their

sense of belongingness to the community that they are participating in, the

individuals’ intrinsic motivation and other self-determined extrinsic motivations

are enhanced, in which turn to improve their general motivation to act and
 7

support their natural growth and development. Moreover, this hypothesizes

that these psychological needs, satisfaction of need for autonomy is the most

important for intrinsic and self-determined extrinsic motivation (Deci and Ryan,

2012).

Intrinsic motivation is correlated with high levels of effort and task

performances as well as predisposition for challenge (Patall, Cooper, and

Robinson, 2013), which are helpful attributes to cultivate among students who

will eventually be entering in the most educated work force in history. Students

with high levels of intrinsic motivation are more likely to experience flow, a

state of deep task immersion and peak performance which is accompanied by

the sense that time is flying by (Shernoff and Csikszentmihalyi, 2012).

Intrinsic motivation is also a strong factor in performance, persistence

and productivity for adults in the working world (Grant, 2014) and is a pathway

to happiness for adults and children (Froiland, Smith, and Peterson, 2012).  It

means that intrinsic motivation is desire which comes from within individual to

make effort to achieve the goal. When the learners have an intrinsic

motivation, they will show their attitude during training because they like and

enjoy learning of it. Intrinsically motivated students are bound to do much

better in classroom activities because they are willing and eager to learn new

material.
 8

In accordance with SDT, when individual is intrinsically motivated, they

intend to accomplish task and undertake goal-oriented behavior to attain the

objective. Moreover, students who are intrinsically motivated will be inclined to

emphasis on their effort and engagement in learning and school activities

(Shen et al., 2012). Since the earliest demonstrations of the undermining

effect, many experimental and field studies have found that intrinsic motivation

to be associated with enhanced learning, performance, creativity, and effective

experience (Ryan and Deci, 2017).

Competition Anxiety/Performance Anxiety

Competition is generally defined as a situation in which two or more

opponent compete each other to gain a desired goal, which results in winning

or losing (Murayama, 2012). Anxiety plays a major factor that exerts an

important influence on a performer’s performance.

Anxiety usually has physical symptoms that may include the rapid

beating of heart, dry mouth, shacky voice, trembling, sweating, and nausea. It

triggers the body to activate its sympathetic nervous system. This process

takes place when the body releases adrenaline into the blood stream causing

a chain of reactions occur. In addition, those experiencing stage fright will

have an increase in blood pressure which response to the fight and flight
 9

instinct. In return, this causes the body to overheat and sweat (Gonzaga,

2015).

Performance anxiety, also known as a stage fright, was brought and

caused by the fear of a negative reaction, evaluation or critique by other

people. Performance anxiety occurs when a performer becomes anxious,

emotions became fear of the performance, which can affect memorization and

overall performance. Performer within performing arts experience mental and

physical activities that can contribute to several health factors. The expectation

of flawless technique and the extraordinary demands performers go through,

as well as judgment and critiques of their performance can contribute to the

development of the performance anxiety (Bascom, 2019).

Goodman and Kaufman (2014) stated that, confidence, optimism, age,

ethnicity, experience, accomplishments, and personality are the factors that

affects one’s performance and can lead one to experience performance

anxiety. Performance anxiety is relatable for what we know as a stage fright.

Stage fright is an anxiety disorder where a person avoids social situations

where they can be watched. It is also the cause where a performer becomes

anxious, and performer’s emotions translate to fear with the performance,

which can affect the memorization and overall performance (Matei and

Ginsborg, 2017). Performance anxiety shows negative emotional behavior in

both social interaction and emotional state (Walker and Commander, 2017).
 10

Performers who have performance anxiety have tendency to over

analyze their own behavior, thoughts, and feelings which lead to self-doubt,

self-unworthiness, and self-criticism which is associated with anxiety and

depression (Robb, Due, and Venning, 2018). In sports competition where

success and failure are involved why some of the players are unable to

maintain their concentration level and may feel anxiety. The players feel

anxious and before as well as during competition (Chiariotti et al., 2016). In

relation to Biasutti and Concina (2014), players are frequently scrutinized not

just by their own teammates but also by other people because of poor athletic

performance.

Krane and Williams (2012) believed that, because of competition

anxiety, poor performance occurred among performers because of self-doubt,

loss of concentration, and maintaining on the outcome of the performance.

Memorization plays a role in performance anxiety. Memorization can have a

stressful effect on many performers and can lead to factors that can contribute

to performance anxiety (Nordin-Bates, 2012). Kenn et al., (2013) shows that

perfectionism may be factor may be a factor of performance anxiety. He linked

perfectionism in artists to having a higher stress level and an increase of social

worry, which in return affects their ability to perform with the increase of self-

doubt or the development of performance anxiety.

Perfectionism was also described as exhausting and affect a self-view,

in terms of unable to switch off and an overwhelming feeling of failure (Robb et

 11

al., 2018). A performer is considered more self-critical and can suffer from low

self-esteem because of perfectionism which can lead to an uncomfortable or

unstable feeling to succeed and can lead to performance anxiety (Wilson and

Roland, 2013). Wanke et al., (2012) looked at the factors that can add to the

risk of having performance anxiety, and they came up with the main concept

that because of so many factors that can add to the risk of getting

performance anxiety, it is important for the performing artists to have ways to

help monitor and manage performance anxiety, so that the performing artists

can perform at their best, as well as managed and monitored their anxiety.
 12

METHODOLOGY

Research Design

This study will use the descriptive-correlational research design. The

descriptive research design will be used to determine intrinsic motivation and

the competition anxiety of the respondents while the correlational research

design will be used to measure the significant relationship between intrinsic

motivation and competition anxiety of the UPAG members. 

Respondents of the Study

The respondents of the study will be the University Performing Arts

Guild members of the University of Southern Mindanao, Kabacan, Cotabato

who competed in Mindanao Association of State Tertiary Schools Incorporated

 13

(MASTS) 2022 competition. The UPAG consists of these groups; B'dadali

Dance Troupe, University Modern Dance Troupe (UMDT), Sibol Theater Arts

Guild, USM Chorale, and USM Band.

Sampling Procedure

This study will utilize complete enumeration procedure in collecting the

data. In this type of sampling procedure, the researcher will include the

members in every group under UPAG who competed in Mindanao Association

of State Tertiary Schools Incorporated (MASTS) 2022 competition.

Research Instrument

The instrument to be used in conducting the research is adapted and

modified survey questionnaire. The first part of the questionnaire is adapted

from Edward Deci and Richard Ryan (2000), “Intrinsic Motivation Inventory”.

This questionnaire is used to assess and measure the respondents’ motivation

toward a particular activity or task. The second part of the questionnaire is

adapted and modified from Rainer Martens (1977), “Sports Competition

 14

Anxiety”. This questionnaire is used to assess the anxiety to the performance

of the athletes or performers.

I. Intrinsic Motivation

Score Range Descriptive Qualitative

Equivalent Description

4 1.0 – 1.49 Strongly Agree The intrinsic

motivation is very
high.
3 1.50 – 2.49 Agree The intrinsic
motivation is high.
2 2.50 – 3.49 Disagree The intrinsic
motivation is low.
1 3.50 – 4.0 Strongly The intrinsic
Disagree motivation is
extremely low.

II. Competition Anxiety

Score Range Descriptive Qualitative

Equivalent Description

4 1.0 – 1.49 Strongly Agree The anxiety is very

highly noticeable.

3 1.50 – 2.49 Agree The anxiety is

highly noticeable.
 15

2 2.50 – 3.49 Disagree The anxiety is

rarely noticeable.
1 3.50 – 4.0 Strongly The anxiety is
Disagree certainly not
noticeable.

Data Gathering Procedure

The researcher will write a letter address to the dean of Institute of

Sports, Physical Education and Recreation to conduct a study to the UPAG

student performers. When the researcher will be permitted, the researcher will

ask permission to the director of the University of Culture and Arts and to the

coaches of every group under UPAG to conduct a survey to the UPAG student

performers of University of Southern Mindanao. When the researcher will be

permitted to conduct, the researcher will distribute the questionnaires to all

members of UPAG who competed in Mindanao Association of State Tertiary

Schools Incorporated (MASTS) 2022 competition. The questionnaires will be

collected afterwards and will be given to the statistician to interpret the data.

Statistical Analysis

Data analysis and interpretation will be done using weighted mean to

determine the intrinsic motivation and competition anxiety among the

 16

respondents and Pearson Correlation to determine the significant relationship

between intrinsic motivation and competition anxiety.

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Science in Exercise Science with a Concentration in Athletic Training.
Marshall University.

Beckmann J, Gröpel P, Ehrlenspiel F: Preventing motor skill failure through

hemisphere-specific priming: cases from choking under pressure.
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Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2012). The
differential effects of intrinsic and identified motivation on well-being
and performance: Prospective, experimental, and implicit approaches to
self-determination theory. Journal of Personality and Social Psychology,
91(4), 750–762. https://doi.org/10.1037/0022-3514.91.4.750

Biasutti M., Concina E. (2014). The role of coping strategy and experience in
predicting music performance anxiety. Music. Sci. 18, 189–202.
10.1177/1029864914523282

Chiariotti, L., Coretti, L., Pero, R., & Lembo, F. (2016). Epigenetic alterations
induced by bacterial lipopolysaccharides. In Patho- Epigenetics of
Infectious Disease (pp. 91-105). Springer,
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Deci, E. L., Ryan, R. M. (2017)., Self-determination theory: Basic

psychological needs in motivation, development, and wellness New
York: Guilford Publishing

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van

Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories
of social psychology (pp. 416–436). Sage Publications Ltd.

Froiland, J.M., Smith, L., & Peterson, A. (2012). How children can be happier
and more intrinsically motivated while receiving their compulsory
education. In A. Columbus (Ed.), Advances in Psychology Research:
Vol. 87 (pp. 85-112). Hauppauge, NY: Nova Science.

Grant, A.M. (2014). Does intrinsic motivation fuel the prosocial Fire?
Motivational synergy in predicting persistance, performance and
productivity. Journal of Applied Psychology, 93(1), 48-58.
Gonzaga, F.M. (2015). Stage Fright and Coping Mechanisms among Dance
Troupe Members and Trainers in a State University: An Empirical
Study. International Journal of Physical Education, Sports and Health;
2(2): 267-274

Hanton S, Mellalieu S, Williams JM. (2015). Understanding and managing

stress in sport. In: Williams JM, Krane V, editors. Applied Sport
Psychology: Personal Growth to Peak Performance. 7th ed. New York,
NY: McGraw-Hill. pp. 207–239.

Harter, S. (2015). A new self-report Scale of Intrinsic versus Extrinsic

Orientation in the Classroom: Motivational and informational
components. Developmental Psychology, 17, 300-312.

Kenny, D. T., Davis, P., & Oates, J. (2013). Music performance anxiety and
occupational stress amongst opera chorus artists and their relationship
with state and trait anxiety and perfectionism. Journal of Anxiety
Disorders, 18(6), 757-777. doi: 10.1016/j.janxdis.2003.09.004

Krane V, Williams JM (2012): Psychological Characteristics of Peak

Performance. In Applied Sport Psychology: Personal Growth to Peak
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Muola, J. M. (2013). A Study of the Relationship between Academic

Achievement Motivation and Home Environment among Standard Eight
Pupils. Educational Research and Reviews, 5(5), 213-217.
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Murayama, K., & Elliot, A. J. (2012). The competition-performance relation: A

meta-analytic review and test of the opposing processes model of
competition and performance. Psychological Bulletin, 138, 1035-1070.

Nordin-Bates, S. M. (2012). Performance psychology in the performing arts. In

S. M. Murphy (Ed.), The Oxford Handbook of Sport and Performance
Psychology (pp. 81-114). New York, NY: Oxford University Press.
doi:10.1093/oxfordhb/9780199731763.013.0005

Patall, E.A., Cooper, H. & Robinson J.C. (2013). The effects of choice on
intrinsic motivation and related outcomes: a meta-analysis of research
findings. Psychological Bulletin, 134(2), 270-300.

Redman B. Different levels of stage fright: 2012. Retrieved

from http://www.ehow.com/info_8163426_different-levels-stage-
fright.html

Ryan, R. M., Deci, E. L. (2017). Self-determination theory: Basic psychological

needs in motivation, development, and wellness New York: Guilford
Publishing
Robb, A. E., Due, C., & Venning, A. (2018). Exploring psychological wellbeing
in a sample of australian actors. Australian Psychologist, 53(1), 77-86.
doi:10.1111/ap.12221

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schools revisited: Cultivating engaged learners and optimal learning
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Handbook of positive psychology in schools (pp. 211–226).

Shen, B., McCaughtry, N., Martin, J. and Fahlman, M. (2012). Effects of

teacher autonomy support and students’ autonomous motivation on
learning in physical education. Research Quarterly for Exercise and
Sport, 80(1), 44–53.

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Psychologist, 26(3&4), 299-323.

Shernoff, D.J. & Csikszentmihalyi, M. (2012). Flow in schools: Cultivating

engaged learners and optimal learning environments. In R.C. Gilman,
E.S. Heubner and M.J. Furlong (Eds.), Handbook of positive
psychology in schools (pp. 131–145). New York: Routledge.
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Taylor, B. M.(2015).  The  Integrated  Dynamics  of  Motivation  and 

Performance  in  the Workplace. Performance Improvement. 54. 28-
37. https://doi.org/ 10.1002/pfi.21481

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D. A., Vitzthum, K. (2012). Survey of health problems in musical theater
students: a pilot study. Medical Problems of Performing Artists, 27(4),
205-211.

Wilson, G. D., & Roland, D. (2013). Performance anxiety. In G. E. M. Richard

Parncutt (Ed.) The Science & Psychology of Music Performance:
Creative Strategies for Teaching and Learning (pp. 47-61). New York,
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and Motivational Predictors in Explaining School Achievement in
Elementary School. Learning And Individual Differences, 2585-92.
 Intrinsic Motivation and Competition Anxiety Among University

Performing Arts Guild (UPAG) Members

Name (Optional): ________________________________

A. Intrinsic Motivations of the Respondents

Instructions: Please rate your intrinsic motivation in the following statements

by checking the appropriate box with a check mark (/).

Legend:

4 – Strongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

Intrinsic Motivations 4 3 2 1
1) I believe that doing this activity could be of
some value for me.
2) I believe I had some choice about doing this
activity.
3) While I was doing this activity, I was thinking
about how much I enjoyed it.
4) I believe that doing this activity is useful for
improved concentration.
5) This activity was fun to do.
6) I think this activity is important for my
 improvement.
7) I enjoyed doing this activity very much.
8) I really did not have a choice about doing this
activity.
9) I did this activity because I wanted to.
10) I think this is an important activity.
11) I felt like I was enjoying this activity while I
was doing it.
12) I thought this was a very boring activity.
13) It is possible that this activity could improve
my studying habits.
14) I felt like I had no choice but to do this
activity.
15) I thought this activity was a very interesting
activity.
16) I am willing to do this activity again because
I think it is somewhat useful.
17) I would describe this activity as very
enjoyable.
18) I felt like I had to do this activity.
19) I believe doing this activity could be
somewhat beneficial for me.
20) I did this activity because I had to.
21) I believe doing this activity could help me do
better in school.
22) While doing this activity, I felt like I had no
choice.
23) I would describe this activity as very fun.
24) I felt like it was not my own choice to do this
 activity.
25) I would be willing to do this activity again
because it has some value for me.

B. Competition Anxiety of the Respondents

Instructions: Please rate your anxieties during competition in these following

statements by checking the appropriate box with a check mark (/).

Legends:
4 – Strongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

Competition Anxiety 4 3 2 1
1) Competing against others is socially
enjoyable.
2) Before I compete, I feel unease.

3) Before I compete, I worry about not

performing well.
4) I am good performer when I compete.

5) When I compete, I worry about making

mistakes.
6) Before I compete, I am calm.

7) Setting a goal is important when competing.

8) Before I compete, I get a queasy feeling in

my stomach.
9) Just before competing, I notice my heart
beats faster than usual.
10) I like to compete in dance that demands a
lot of physical energy.
11) Before I compete, I feel relax.

12) Before I compete, I am nervous.

13) Group performances are more exciting than

individual performances.
14) I get nervous wanting to start the
competition.
15) Before I compete, I usually get uptight.
 20
Appendix A. Application for Research Adviser

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH ADVISER

Date: March 28, 2022

JESSA S. BUISAN, LPT

Department of Bachelor of Physical Education
Institute of Sports and Physical Education and Recreation
USM, Kabacan, Cotabato

Sir / Madam:

I would like to request that you will be my Research adviser effective 1st semester,
SY 2022-2023. I intend to work on INTRINSIC MOTIVATION AND COMPETITION ANXIETY
AMONG UNIVERSITY PERFORMING ARTS GUILD (UPAG) MEMBERS.

I am hoping for your most favorable approval on this request. Thank you very much.

Very truly yours,

JUSTINE DAVE A. ESTANQUE

Printed Name and Signature of Student
RECOMMENDING APPROVAL NOTED

MARLENE E. ORFRECIO, RN, Ed.D-P.E. NORGE D. MARTINEZ, Ed.D-PE

Department Research Coordinator Department Chairperson

_________________ _______________
Date Date
APPROVED

JESSA S. BUISAN, LPT

Adviser
_________________
Date
USM-EDR-F01-Rev.3.2020.02.24

USM-EDR-F01-Rev.3.2020.02.24
 21
Appendix B. Application for Research Title

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH TITLE

Date: December 10, 2022

NORGE D. MARTINEZ, Ed.D-PE

Chairperson
Bachelor of Physical Education Department

SIR/MADAM:

I would like to request your office to allow me to research on the study entitled “Intrinsic Motivation
and Competition Anxiety Amon University Performing Arts Guild (UPAG) Members.”

The study has the following objectives:

1. Determine the intrinsic motivations of the respondents;
2. Determine the anxieties among respondents during competition; and
3. Determine the significant relationship between intrinsic motivation and
competition anxiety among UPAG members.

Very truly yours,

_ JUSTINE DAVE A. ESTANQUE___

Printed Name and Signature of Student
NOTED

JESSA S. BUISAN, LPT ________________

Adviser Date

MARLENE E. ORFRECIO, RN, Ed.D-P.E. ________________

Department Research Coordinator Date

MARLENE E. ORFRECIO, RN, Ed.D-P.E. ________________

College Research Coordinator Date
REMARKS: _________________________
APPROVED

NORGE D. MARTINEZ, Ed.D-PE ________________

Department Chairperson Date

USM-EDR-F01-Rev.3.2020.02.24
 22
Appendix C. Estimated Budget of the Research

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
ESTIMATED BUDGET OF THE RESEARCH

Title of Study
Intrinsic Motivation and Competition Anxiety Amon University Performing Arts Guild
(UPAG) Members.

ITEMS/DESCRIPTION ESTIMATED COST

Data load 1,000

Statistician 500
Thesis Outline Fee 675
Softbound Expenses 300
Printing Fees 500
Grand Total 2,975

Prepared and submitted by:

JUSTINE DAVE A. ESTANQUE
Printed Name and Signature of the Student
NOTED

JESSA S. BUISAN, LPT ___________________________

Adviser Date

MARLENE E. ORFRECIO, RN, Ed.D-P.E. ___________________________

Department Research Coordinator Date

NORGE D. MARTINEZ, Ed.D-PE ___________________________

Department Chairperson Date

USM-EDR-F01-Rev.3.2020.02.24
21
 23

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines
APPLICATION FOR THESIS OUTLINE DEFENSE
Appendix D. Application for Thesis Outline Defense
Name Justine Dave A. Estanque
Degree/Major Bachelor of Physical Education
Thesis Title Intrinsic Motivation and Competition Anxiety among University Performing
Arts Guild (UPAG) Members
Date of Examination November 30, 2022
Time 10:15 AM
Place ISPEAR Office
MEMBERS OF THE EXAMINING COMMITTEE
Name Signature Date

EDUARD S. SUMERA, MAEd-PE __________________ __________________

JESSA S. BUISAN, LPT __________________ __________________
MARLENE E. ORFRECIO, RN, Ed. D.-P.E. __________________ __________________
RECOMMENDING APPROVAL:
JESSA S. BUISAN, LPT _______________________________
Adviser Co-Adviser (Optional)
APPROVED:
_______________________________ MARLENE E. ORFRECIO, RN, Ed. D.-P.E.
College Statistician Department Research Coordinator
(Optional)
NORGE D. MARTINEZ, Ed.D-PE
Department Chairperson

REPORT ON THE RESULT OF EXAMINATION

Name Signature Remarks
EDUARD S. SUMERA, MAEd-PE __________________ __________________
JESSA S. BUISAN, LPT __________________ __________________
MARLENE E. ORFRECIO, RN, Ed. D.-P.E. __________________ __________________
APPROVED:

MARLENE E. ORFRECIO, RN, Ed. D.-P.E.

Department Research Coordinator
____________________
Date

USM-EDR-F01-Rev.3.2020.02.24
 24

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Philippines

CURRICULUM VITAE

(NAME): JUSTINE DAVE A. ESTANQUE

Address: Nituan, Parang, Maguindanao
Contact #: 09065822497
Email: daveestanque@gmail.com

PERSONAL INFORMATION
Last Name
Estanque
First Name
Justine Dave
Middle Name
Albarico
Nickname
Dave
Age
20
Nationality
Filipino
Religion
Roman Catholic
Civil Status
Single
Father’s Name
Jonathan B. Estanque
Mother’s Name
Merlyn A. Estanque
Educational Background
Elementary Mac-Ale Memorial Elementary
School
Junior High School Amir Bara Lidasan National High
School
Senior High School
Notre Dame of Midsayap College
Tertiary
University of Southern Mindanao
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