Academic Motivation and Procrastination of UM Senior High School

Students: A Correlational Study

A Senior High School Thesis Presented to

The Faculty of the Senior High Department

University of Mindanao

Matina, Davao City

In Partial Fulfilment of the Requirements in

Practical Research 2 (Quantitative Research)

1st Semester S.Y. 2017-2018

Presented by:

Allysa Joy Mari

Ariana Kissa Saro

October 2017
 ii
Acknowledgment

We, researchers, would like to express our warmest love and appreciation

to the following people who did not hesitate to offer their inexhaustible

support to make this research complete.

To Mr. Darlwyeth S. Bayocboc, for his constructive criticisms, patience in

sharing his expertise in the field and his indefatigable effort in making this

study a success.

To our parents, who were very understanding and motivates us through the

whole process. We thank you for willingly giving us the moral and financial

support we need to achieve this output.

To our friends, who cheers and inspires us to strive harder, we owe you a

lot.

To our respondents, the University of Mindanao STEM Strand Students,

we thank them for their participation and for their time and effort in answering

the questionnaires honestly.

And above all, to our Almighty Father who was the source of life and who

gave us strength do the research.

We are truly grateful for you love, service, and assistance.

The Researchers
 iii
Abstract

Academic Procrastination is very rampant in our society were people

intentionally postponing or delaying work that should be done and may lead to

different and severe consequences. Since, procrastination seen as a dysfunctional

practice that has a lot of negative consequences therefore there is a dire need to

conduct the study.

This study aims to determine the relationship of Academic Motivation and

Academic Procrastination. This study utilized a quantitative-research design

with survey questionnaires as the researchers’ measuring materials in

gathering data. It was found out that most of the Grade 12 STEM students

prefer to work under pressure and be able to complete the task with a satisfactory

result and sometimes they show the characteristic of being a passive procrastinator.

Furthermore, the data gathered imply that the level of Procrastination and

Academic Motivation of the UM Senior High Science Technology Engineering

and Mathematics is at the average level. Moreover, results of this study

suggest that there is a significant relationship between academic motivation

and academic procrastination with an r-value of -0.14536 which indicates that

the respondents of the study are affected by their performance and outcome of their

behavior in doing a task that leads to procrastination.

 iv
Table of Contents

Title Pages
Title Page i
Acknowledgment ii
Abstract iii
Table of Contents iv
I. Problem and Its Setting
Background of the Study 1
Statement of the Problem 3

Definition of Terms 4

Significance of the Study 5

Scope and Limitations of the Study 5
Review of Related Literature 6
Theortical and Conceptual Framework 16
II. Methodology
Study Design 18
Research Participants 18
Research Instruments 18
III. Results and Discussions
Conclusions 30
Recommendations 31
References
Curriculum Vitae
Appendices
A. Procrastination Scale for Student Populations (Lay, 1986)

B. ACADEMIC MOTIVATION SCALE (AMS-C 2)

 CHAPTER 1

INTRODUCTION

Background of the Study

Academic procrastination has been one of the stimulating phenomenon in

most colleges and universities (Tabal, 2008) that detain students’ educational

potential (Kandemira,2014) and one of the largest coercions of academic

performance. (Moon & Illingworth, 2005, states that procrastination has a negative

relation to performance. Therefore, academic performance and procrastination has

an indirect relationship (Popoola, 2005) which clues to having lower grades

(Tuckman, 2002). Steel (2007) describes procrastination as a self-handicapping

behavior that occurs when people delay completing a task they intend to complete,

potentially leading to lost productivity, poor performance, and increased stress.

Moreover, academic procrastination can be regarded as behavioral, affective and

cognitive phenomenon which results from an individual’s fear of failure and task

averseness (Solomon & Rothblum, 1984). These factors propose that procrastination

is only establish during certain situations and not all the time which leads to the idea

of the relationship between motivation level in academics and procrastination.

People generally think that procrastination is a problem only found in the

United States while in fact, it is a universal phenomenon which includes the Asian

countries. Recent studies reveal that 80 to 95% of college students have admitted to

procrastinating (Ellis and Knaus, 1977) while 50% of college students chronically

procrastinate (Day et al. 2000). In addition, 15 to 20% of adults also chronically

procrastinate (J. Harriott & Ferrari, 1996). A study conducted at Ohio State University

discovered that high procrastinators suffer more stress than do other students

(Grabmeier, 2002). Lowinger et al., (2014) suggested that Asian students

significantly underreport procrastination behavior, possibly because of feelings of

shame associated with this behavior. A study reveals that procrastination of the

Chinese students ranges from a low of 4% to a high of 19%, depending upon task

versus a parallel to the range of 7% to 46% for U.S. domestic students (Solomon &

Rothblum, 1984).

In the Philippines, several researches related to academic procrastination

frequency from different universities and state colleges were conducted. Mandap

(2016) stated that procrastination has been very common in the university where

students face a multitude of academic requirements such as examinations,

assignments and research works. A study administered in Mapua Institute of

Technology was driven by observed behavior of students when it comes to

completing a particular task. Tagata and Que (2013) identified two behaviors of a

student given a task; there are students who starts a task when the deadline is fast

approaching while there are students who, even when they start on time, they cannot

finish the task at hand.

In a local perspective, the Department of Education (DepEd) was alarmed by

the declining achievement rates of students in Davao Region. Simbulas (2014)

conducted an inquiry on 163 first-year students from different high school in Davao

City to assess the correlation of their academic performance and their self-efficacy.

Results shows that self-efficacy was not significantly related to the academic

performance of students in Algebra. a study conducted at Mindanao State University

declares that the very reason why students indulge in procrastination is because of
attributes such as poor time management, task aversiveness and fear of failure.

Moreover, result shows that there is significant relationship was established between

the level of procrastination and the gender of the student respondents (Olea & Olea,

2015).

Procrastination is a pervasive human event that there are over 600 self-help

books addressing solutions to this phenomenon (Ferrarri,2010). Even though

academic procrastination has been widely premeditated, there are a lot more to be

discovered. Moreover, there is a lack of literature concerning not just the frequency

of college students who procrastinate but as well as the high school students

specifically in terms of the local setting. The researchers expect that by

understanding the correlation between academic motivation and the degree of

procrastination a student possess could lead to an opportunity to improve the

educational potential of the students.

This paper intends to contribute in determining the relationship between the

students’ motivation and the level of procrastination. Furthermore, the findings of the

study are not only significant to the students itself but also to the parents, teachers

and the institution.

Statement of the Problem

At the end of this study, the researchers aim to determine the significant

relationship between the factors affecting procrastination and the level of

procrastination of the Senior High School (SHS) students of the University of

Mindanao (UM), Matina Campus.

Specifically, this paper wants to answers to the following questions:

 1. What is the level of academic motivation of the respondents based on the

following indicators: 4
1.1. Intrinsic Motivation

1.2. Extrinsic Motivation

1.3. Amotivation

2. What is the level of academic procrastination of the respondents in the

following dimensions;

2.1. Passive procrastination

2.2. Active procrastination

3. Is there a significant difference between the level of academic motivation

and the degree of academic procrastination of the respondents?

4. Is there a significant correlation between the level of academic motivation

and the degree of academic procrastination of the respondents?

Hypotheses of the Study

The research has the following hypotheses:

1. There is no significant difference between the level of academic motivation

and the degree of academic procrastination of the respondents.

2. There is no significant relationship between the level of academic

motivation and the degree of academic procrastination of the respondents.

Definition of Terms

For clarify of key terms used in this study, the operational definition

hereunder provided.
Procrastination – In this study it refers to the act of cramming on doing works that

connects on the personal behavior whether it is passive or active procrastination. 5

Academic Motivation- In this study it refers to the eagerness of a person in doing

work in an academic setting and that eagerness can be extrinsic, intrinsic or the

inner motivation and amotivation, it is neither intrinsic or intrinsic motivation.

Significance of the Study

The findings of this study may be beneficial to the following;

School Administrators. The result of this study will greatly help the school

administrators to identify the level of factors that really affects the procrastinators’

behavior.

Teachers. This study may serve as an evaluation to the teachers on their

strategies in giving task and activities to the students in complying those.

Students. It will help the students conceptualize as well as actualize the task

given by the teachers and develop the students’ skills, attitudes, ideas,

understanding and habits to make them better and disciplined.

Future Researchers. This study may challenge the future researchers to

explore on the same topic to either replicate the study using other research

methodologies to validate the result of the study.

Scope and Delimitations

This study will focus on determining the correlation between the Procrastination and

the Academic Motivation of the Senior High School Students in the University of

Mindanao. Respondents involved in this study are both males and females of the
Grade 12 Science Technology Engineering and Mathematics strand in the Senior

High

6
School level.

Review of Related Literature

Over the ages, historical mentions have shown that views about

procrastination being a prevalent problem have been rationally persistent. One of the

earliest mentions of procrastination was written by the Greek poet Hendroid at

around 800 BC. He stated that “a man who puts off work is always at hand-grips with

ruin” (Steel, 2007). About 500 BC, Krisna informs contradiction of procrastination in

The Bhagavad Gita (Gandhi, Strohmeier, & Nagler, 2000), known as the most

expensive read and influential spiritual text of Hinduism.

In 1992, Milgram wrote the first actual historical analysis on procrastination

which clime that technically progressive societies require abundant commitments

and deadlines that leads to the increase in procrastionation. Three years later,

Ferrari, Johnson, and McCrown (1995) opposed that procrastination existed all

throughout history yet only developed truly undesirable implications with the

beginning of the industrial revolution.

In the beginning of the industrial revolution, procrastination was defined by

Samuel Johnson (1751) as one of the common weaknesses conquered to greater of

less degree in every mind regardless of the instruction of moralists and the evidence

of reason. In a modernized thought, Phillip Stanhope (1968) recommended that

there should be no idleness, no laziness and no procrastination. Moreover, he stated

that never delay tomorrow a deed one can finish today. Prior to the industrial

revolution, Reverend Walker’s (1682) sermon clearly states that procrastination is a

tremendous sin. In addition, he said that he and the other ministers had assembled
7
their worshipers against procrastination repeatedly.

The occurrence of procrastination has abundantly happened in the past and

continues to prosper in the present day.

The word Procrastination comes from the Latin word “Procrastinatus” means

pro (froward) and crastinus means of tomorrow. It is very common in every person.

Procrastination may connect to the personal behavior factors, perfectionism,

disorganization, lack of motivation and external locus of control (Ackerman &

Gross,2005). Procrastination is best described as the intentionally postponing or

delaying work that should be done.

In Procrastination, the person should know that he/ she knows his/ her task

that needs to accomplish yet on the expected timeline he/she fails to do it. It

imperative to note that the delay should be under control (Ackermen,D.S.,& Gross,

B.L. 2005)

In academic contexts, procrastination is very rampant especially in students

because they are obliged to meet the deadlines. Student’s syndrome occurs when

there are tasks to be given because they engage their attention and time to other

things before the deadline. They also consider procrastination as a negative

behavior because it leads to increased stress, poor performance, and self-

handicapping behavior (Chu, A.H.C., & Choi, J.N., 2005). However, researchers

have argued that procrastination may experience less stress because they do their
task in a short period of time but the intensity of stress and pressure but the stress

will be more intensify because they work under pressure (Baumeister, R.F & Tice,

D.M 1997).
8

Some students say that when they work under pressure they are more

creative and productive but usually results in inferior work. They already know that

the work must be completed but distractions get in the way like surfing the internet,

play video games, watching television, or even sleep as an escape of work. These

things aren’t bad but with moderation.

Moreover, when we delay tasks it discomforts our emotion. When we

eventually delay to complete the task, time comes he/she experiences emotional

discomfort when they can’t perform well the activity (Beck, B.L, Koons, S.R, &

Milgrim, D.L 2000). It is a problematic issue of an individual regulated by internal

norms delay. It can be purposely delaying of tasks or not depending on their trait and

their strategy on completing the tasks (Milgram, et. al 1998).

Procrastination seen as a dysfunctional practice that has a lot of

consequences such as negative effective well-being, decrease in performance

outcomes, experience guilt and image of undependability but in the achievement

oriented society, procrastination is a very serious problem were individuals are

expected to pass their job in a certain time span (Levine & Norenzayan, 1999).

Academic Procrastination

Passive procrastination. Passive Procrastination is defined as being

paralyzed by them in decision to act and fail to complete tasks (Chu & Choi, 2005).

They are more likely postponing tasks because they can’t make decisions quickly

and so as to do it quickly.
 When you are a passive procrastinator, you feel pressured and pessimistic on

achieving satisfactory results, their thoughts of doubting themselves increase the

chance of failure and guilt and depression occurs (Steel, et. al., 2001). Passive

procrastinators are more likely to give up easily. 9

Traditional procrastinations underestimate the whole span of time, they mostly

failed their tasks on time and triggering the fact that they can’t manage and control

their time wisely like the non-procrastinators. Procrastinators are low in intrinsic and

extrinsic motivation. They don’t want to do their task under pressure because it may

lead to unproductive and unsatisfactory outcome.

Passive procrastinators felt powerless in thinking their further task that may

avoid negative situation. As a result, they get frustrated, they will cry, complain and

blame everything and sometimes they ignore the tasks completely.

Compared to the active procrastinators, they don’t have greater confidence in

their own skills and abilities in overcoming hardships.

Active Procrastination. Active procrastination is a multifaceted phenomenon

that includes cognitive (decision to procrastinate), affective (preference for time

pressure), and behavioral (task completion by the deadline) components as well as

the physical results and satisfaction with them.

Active procrastinators prefer to work under pressure and make deliberate

decisions to procrastinate task, nevertheless, they usually complete their tasks on

time. They consider the positive procrastinators. They are capable of making

decisions on time. Suspending one’s ask to do another important task at hand.

When deadline occur, active procrastinators felt changed and motivated to

work and immunizes them against the kind of suffering. Active procrastinators have
this motivation under time pressure that they will be able to complete the task with a

satisfactory outcome (Choi & Moran, 2005).

Active procrastinator has four dimensions; these are outcome satisfaction,

10
pressure, intentional decision to procrastinate and ability to meet deadlines.

Outcome satisfaction, procrastinators intentionally delay their assignments but

when they do it, they utilize their time well. After they have done the task, the result

of the product has a high grade and make it very satisfactory. Pressure, according to

Freedman and Edwards (1998), once you’re pressured, you feel challenged on the

task and doesn’t have effects on negative psychological states. Intentional decision

to procrastinate refers to procrastinators who doesn’t really follow their schedule or in

other words. They reshuffle it respond to changing external demands. Ability to meet

deadlines, they evaluate their things to do in a particular day and estimates the

amount of time required to finish the tasks and apply strategies to make it easy (Eun

Hee Seo, 2013).

Procrastination is adaptive from students because it enhances their motivation

and enables them to reach their learnings during the least amount of time. They also

have these characteristics and attitudes suitable for coping challenges. It also

enhances their pleasure and feelings of relief in work (Schrew et. al 2007). Active

procrastination is said t have the same level of passive procrastination they

demonstrated time perceptions, attitudes, coping styles and academic performance.

According to Macan, (1994), if a person made to-do-lists and schedule those

activities perceived less control of their time. Positive procrastination is related to

polychronicity or they prefer to do a lot of work at the same time (Hecht & Allen,

2005). Because they have fluid perception of time and willingness to change their
schedule they have polychronic instead of monochronic orientation of time that’s why

they have the control in managing ng engaging in multiple tasks. 11

Active procrastination has these five personality frameworks with distinct

qualities; Conscientiousness that is associated with being disciplined and

responsible in doing the activities. Extroversion, active in socializing other people or

workmates in undertaking activities and also openness to experience, intelligent and

imaginative mind in accepting these responsibilities in life because the more oriented

you are, the more you’re open to any changes (Choi, J.N & Moran, S. 2009).

Some of the people may not do their jobs because they aren’t motivated to do

it. Intrinsic motivation is the most essential because by your own self you know your

limits and when to the task, while those people who just depend on the extrinsic

motivators, sometimes those motivations may lead to delaying of tasks because they

want to do others things of happiness rather than thing academically (Ferrari,1998;

Lay 1986).

According to Eerde 2010, time management really affects the procrastination

of a person. Study have shown that there is a significant decrease of worry and it

increases your ability to manage the time wisely.

It can also be depicted as lazy or self-indulgent persons. In the contrary, non-

procrastinators are considered as organized and highly motivated individuals and

they and linked with high efficiency, productivity, and superior performance (Ferrari,

2001).

Intrinsically motivated students were reported to have the lesser possibility to

procrastinate whereas students with extrinsic motivations had a higher chance to

procrastinate (Senecal et al., 1995). This conclusion leads to the inquiry of the

relationship between procrastination and motivation.

A great number of researchers examined the relationship between motivation

and academic procrastination. Lai (2011) describes motivation as a reason that

cause an action regarded by willingness and desire. Moreover, when a student’s

ability is

12
measured according to a standard of performance or excellence, a student’s

desire is referred to as academic motivation.

Academic Motivation

The difference between the different types of motivation was distinguished in

the Self-Determination Theory proposed by Deci and Ryan (1985) wherein intrinsic

motivation, extrinsic motivation and amotivation differ in the reasons or goals they

provide which results to a specific action.

Intrinsic Motivation. With the consciousness of no external reward, intrinsic

motivation arises voluntarily. Intrinsic motivation is defined as an individual’s drive to

do a certain action not because of the consequences but because of distinctive

pleasure. In other words, intrinsically motivated people do work for entertainment or

challenge and not for external impulses, afflictions and prices (Ryan & Deci, 2000).

Furthermore, Dev (1997) has three definitions for intrinsic motivation based on the

reason to engage in an activity. First, motivation to partake due to curiosity or the

desire to know something. Second, motivation to do a task purely for the sake of

joining and completing a task. Third, motivation caused by the desire to contribute.
 Vallerand and Bissonnette (1992) discovered three subtypes of intrinsic

motivation: intrinsic motivation to know, intrinsic motivation towards accomplishment

and intrinsic motivation to experience stimulation.

Intrinsic motivation to know refers to the motivation of an individual to achieve

the fulfilment of gaining new information (Fairchild, Horst, Finney, & Barron, 2005).

On the other hand, intrinsic motivation towards accomplishment is the motivation to

have fun and enjoy the achievement (Fairchild, et. al., 2005). Whereas, intrinsic

motivation 13

to experience stimulation designates the motivation due to the desire of mind

and physical sensory stimulations (Fairchild, et. al., 2005).

Extrinsic motivation. Extrinsic motivation is the inverse of intrinsic

motivation. Extrinsic motivation refers to the motivation influenced by the outcome.

The work is done not for an individual’s sake but to put an end to the task and claim

a reward or recognition by doing so (Lomash & Vij, 2014). Hoyenga and Hoyenga

(1984) describes extrinsic motivation as reasons that are from the outside and

detached from the behaviors they cause. In addition, it is also referring to the drive

that results to an action that is characteristic.

Family and teacher expectations, financial aspects and peer approval are the

factors that affects the competence of the student. According to Schraw, Horn,

Thorndike Christ, and Bruning (1995), the difference between extrinsic and intrinsic

students is that extrinsic students prove their skills while intrinsic students improve

their own skills. Furthermore, power motivation and fear of failure has been identified

as one of the factor of extrinsic motivation but both factors must be investigated

more.
 14

Hoyenga and Hoyenga (1984) stated that power motivations cannot be easily

identified because it is different from other extrinsic motivations. Power motivation

increases the achievement measures. Extrinsically motivated students by power

believes that in order to prove their competence, they should control their

environment. Conversely, fear of failure depicts the concept of avoiding a task to

because of the fear that they will fail. Shame and embarrassment are the reasons

why people intend to avoid failing. Avoiding the achievement activity is the only

means to escape chances of failing which shows lack of intrinsic motivation. In

addition, Hoyenga and Hoyenga (1984) claims that once a student is given a

moderately difficult task, fear of failure is highly observed. This may be because the

students believe that they would fail if given a difficult task. However, they would

pass if given simple tasks since the fear of failure will inspire the students to search

for possible ways to finish the task.

Extrinsically motivated people demonstrates behaviors that are considered to

be instrumental in nature and these actions are done to complete a task (Deci &

Ryan, 1985). Moreover, Deci and Ryan identified two classifications of extrinsic

motivation: self-determined extrinsic motivation and non-self-determined extrinsic

motivation. Once an individual participates in an activity willingly for it is valued and

observed to be significant, this shows self-determined extrinsic motivation. However,

on the occasion that pressure is put on themselves in order to perform an activity or

when an individual’s actions are identified to be regulated by outer factors.

Nevertheless, depending on the task whether it is self-determined or non-self-

determined, the relationship between procrastination and extrinsic motivation will

differ. To be exact, if it involves self-determined extrinsic motivation, procrastinating

behaviors will not be provoked by high extrinsic motivation.

 Extrinsic motivation is classified into three subtypes: identified, interjected and

external regulation (Vallerand & Bissonnette, 1992).

Extrinsic motivation identified pertains to the motivation from an individual’s

emotions as if the it will use to their advantage soon. Extrinsic motivation introjected

pertains to the motivation which involves an individual’s internalization of emotion

like guilt because of finishing the task or pride when accomplishing the given work.

Extrinsic motivation external regulation concerns external person giving rewards or

restriction for a task. 15

Amotivation. When an individual is neither intrinsically motivated not

extrinsically motivated, he/she is an amotivated individual. Amotivated individual has

a sense of uncontrollability in which their actions are influenced by an out of control

force. In short, amotivation occurs in the absence of intrinsic and extrinsic

motivations which can be noticed when an individual’s actions are caused by forces

that are out of his/her control. These individuals question the reason they go to

school, thus, they don’t partake in school (Ryan & Deci, 2000; 1985) which will lead

to motivational conflicts.

Vallerand and Bissonnette (1992) categorized amotivation by the lack of self-

determination, purpose and internal or external care. In study conducted by Yoshida

et al. (2008) where they investigated the relationship between academic motivation

and performing easy and difficult tasks among college students, results shows that

students with higher academic motivation have a tendency to complete the difficult

tasks while those with lower academic motivation were most likely to remain working

in the easy tasks.

 Procrastination may arise due to the negative effects of motivational conflicts

on academic activities. The relationship between academic procrastination and

academic motivation was distinguished by previous studies which shows that 16

Fries et al. (2005) reported conflicts among school and leisure activities,

among various school activities as well as various leisure activities were displayed

by teenagers. Given these situations where students are torn between a school task

and a leisure activity, they may face motivational conflicts that will push them to

make a decision and choose between two options. First, pursuing the leisure activity

and delay learning which will result to the decrease in learning time that will lead to

the suffering of the quality of academic outcomes. Second, they may remain learning

and disregarding the leisure activity which displays that student practice motivational

intrusion during learning.

Theoretical and Conceptual Framework

This study adapted Vroom’s Expectancy Theory proposed by Victor Vroom

(1964) which address the expectations of individuals and hypothesized that they are

motivated by performance and the expected outcomes of their own behaviors

(Shanks, 2007).

This idea was supported by Ball (2012). He stated that the behaviors of an

individual intend to maximize pleasure and avoid pain. Vroom presented three

concepts in his theory: expectancy, increase in effort that will lead to the increase in

results; instrumentality, the concept which states that a well-presented performance

will result into receiving a valued outcome; and valance, the value placed on the

expected outcome.
 The variables of the study are shown in Figure 1. The indicator of the

academic motivation which represents the independent variable classified into three
17
major

INDEPENDENT VARIABLE DEPENDENT VARIABLE

ACADEMIC MOTIVATION ACADEMIC

 Intrinsic motivation PROCRASTINATION

 Extrinsic Motivation
 Active procrastination
 Amotivation
 Passive Procrastination

Figure 1. Conceptual Paradigm

sections: intrinsic motivation, extrinsic motivation and amotivation. The level of

academic procrastination of the Senior High School students of the University of

Mindanao, Matina Campus, who are the respondents in this investigation task

consists of active procrastination and passive procrastination.

 Chapter II

Methodology

Research Design

This study utilized the descriptive-correlational research design. The

descriptive method of research is a fact-finding study with adequate and accurate

interpretation of the findings. This method is used to determine the relationship

between two or more variables and to explore their implication (Calena, 2002). It

describes and interprets what is, and reveals conditions and relationship that exists

or do not exists, practices that prevail beliefs or points of view or attitudes that are

held or not held. This method was use to establish the correlation between the

effects of different factors to the level of procrastination among students of the

university.

Research Subjects

The respondents of the study were composed of 50 randomly selected

Science, Technology, Engineering and Mathematics Senior High School students of

the University of Mindanao in Matina, Davao City.

Research Instruments

The researchers made use of survey questionnaires to gather data. The

questionnaire was divided into two parts. The first part of the questionnaire

determines the level of procrastination among students. This questionnaire was

adopted from the procrastination scale of Lay (1986). It is composed of 20

statements wherein respondents were to assess themselves according to the scale

below:
19
The second questionnaire is the Academic Motivation Scale for Students

proposed by Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, Nathalie M. Brière,

Caroline B. Senécal, Évelyne F. Vallières, (1992-1993) that measures the academic

performance of the students.

Scale of Interpretation for the Level of Procrastination

4.50- Above Very High If the factor described is

beyond the expected level

of procrastination.

3.50-4.29 High If the factor described is

substantially above the

expected level of

procrastination.

2.50-3.49 Average If the factor described is

just the expected level of

procrastination.

1.50-2.49 Low If the factor is far from the

expected level of

procrastination.

1.49- Below Very Low If the factor described is

very far from the expected

 level of procrastination.

20

Scale of Response for the Level of Procrastination

1 Extremely This indicates that the level of

uncharacteristic procrastination as described in the item

is very uncharacteristic.

2 Moderately This indicates that the level of

uncharacteristic procrastination as described in the item

is temperately uncharacteristic.

3 Neutral This indicates that the level of

procrastination as described in the item

is unbiased.

4 Moderately characteristic This indicates that the level of

procrastination and academic

performance as described in the item is

temperately characteristic.

5 Extremely characteristic This indicates that the level of

procrastination and academic

performance as described in the item is

very characteristic.
 21
Scale of Interpretation on the level of Academic Performance

4.50- Above Very High If the factor described is

beyond the expected level

of academic performance

3.50-4.29 High If the factor described is

substantially above the

expected level of

academic performance

2.50-3.49 Average If the factor described is

just the expected level of

academic performance.

1.50-2.49 Low If the factor is far from the

expected level of

academic performance.

1.49- Below Very Low If the factor described is

very far from the expected

level of academic

performance.
 22
Scale of Response on Academic Performance

5 Corresponds exactly This indicates that the

level of procrastination as

described in the item

corresponds exactly.

4 Corresponds a lot This indicates that the

level of procrastination as

described in the item

corresponds a lot.

3 Corresponds moderately This indicates that the

level of procrastination as

described in the item

corresponds moderately.

2 Corresponds a little This indicates that the

level of procrastination as

described in the item

corresponds a little.

1 Does not corresponds at This indicates that the

all level of procrastination as

described in the item des

not corresponds at all.

Data-Gathering Procedure

The researchers went through several steps in conducting the study.

1. Asking permission to conduct the study. The researchers asked

permission from their adviser to conduct the study. 23

2. Validation and Distribution of the Questionnaire. The researchers

prepared a relevant survey questionnaire for the respondents. The

researchers adopted their questionnaire. Before the researchers gave the

questionnaires to the respondents, they asked first the teacher of the

university, if they could conduct survey regarding to the research study. After

it has been approved to conduct the survey, the researchers went to the

respective room to conduct.

3. Retrieve and Analysis of result. After conducting the survey, the

researchers retrieved the questionnaires. This went thoroughly examined to

get the results.

Statistical Treatment of Data

The answers to the items on the survey questionnaire had corresponding

analysis and interpretation. The following statistical tools were used to answer the

problems of the study.

Mean. This was used to compute and provide the level of Procrastination and

the academic performance of students from the university.

 Z-test. This was used to determine the significant value between the

relationship of Procrastination and academic performance.

Pearson-r. this was used to determine the correlation between the level of

Procrastination and academic performance among the selected students.

Chapter III

Results and Discussion

The present study investigates the following: the level of academic

procrastination; the level of academic motivation; the significant difference between

each indicator of academic motivation and academic procrastination; and the

significant relationship between academic motivation and academic procrastination.

Level of Academic Procrastination

Academic procrastination, as shown on table 3.1, can be measured by two

indicators, namely, Active Procrastination and Passive Procrastination. Data shows

that academic procrastination acquired a mean of 2.93 or average which means that

procrastination among the respondents are sometimes observed.

Table 3.1

Level of Academic Procrastination Among the STEM

Senior High School Students of UM

Variable Mean Descriptive Equivalent

High
Active Procrastination 3.54

Average
Passive Procrastination 2.32

2.93 Average
OVER ALL
 25

Active Procrastination. As seen on Table 3.1, active procrastination has a

mean rating of 3.54 which corresponds to a high descriptive equivalent. This

indicates that the respondents of the study highly showcase active procrastination

which means that respondents prefer to work under pressure and be able to

complete the task with a satisfactory result (Choi & Moran, 2005).

Passive Procrastination. On the other hand, passive procrastination yielded

a mean rating of 2.32 or average. This result specifies that the respondents

sometimes show characteristics of a passive procrastinator. Additionally, the data

shows that respondents feel pressured and pessimistic on achieving satisfactory

results, their thoughts of doubting themselves increase the chance of failure and guilt

and depression occurs (Steel, et. al., 2001) and give up easily.

Level of Academic Motivation

Table 3.2 shows the data for the level of academic motivation which can be

assessed by the following indicators: intrinsic motivation (to know, toward

accomplishment, to experience), extrinsic motivation (identified, introjected, external

regulation) and amotivation. the mean of academic motivation is 3.5 with a moderate

descriptive equivalence which specifies that respondents are sometimes

academically motivated to do tasks.

Intrinsic Motivation. Intrinsic motivation is defined as an individual’s drive to do a

certain action not because of the consequences but because of distinctive pleasure.

It is measure by IM to know, IM toward accomplishment, and IM to experience

stimulation. IM to know attained a mean of 4.06 or a high rating which means that

respondents often have intrinsic motivation to know new knowledge while IM towards
accomplishment garnered a mean rating of 3.75 or high which indicates that

respondents also have a high intrinsic motivation when it comes to having fun and

enjoying the achievement that he/she will gain after a certain task. On the other

hand,
26

Table 3.2
Level of Academic Motivation Among the STEM
Senior High School Students of UM
Descriptive Equivalent
Variable Mean

3.81 High
Intrinsic motivation

To know 4.06 High

Toward accomplishment 3.75 High

To experience stimulation 3.64 High

4.05 High
Extrinsic motivation
Identified 4.21 Very high

Introjected 3.93 High

External Regulation 4.88 Very high

1.89 Low
Amotivation
OVER ALL 3.25 Average

IM to experience stimulation yielded a mean rating of 3.64 or high which points out

that respondents are intrinsically motivated to do tasks because of their desire of

mind and physical stimulations. In summary, data demonstrates that intrinsic

motivation has a total mean of 3.81 (sd= 0.59) indicates that the students show high

intrinsic motivation.
 27
Extrinsic Motivation. Extrinsic motivation refers to the motivation influenced

by the outcome. Like intrinsic motivation, extrinsic motivation can also be measured

by three subtypes. The mean rating of EM identified is 4.21 or very high which

means that respondents of the study were highly motivated by their emotions. EM

introjected has a mean of 3.93 or high which implies that the respondents are

motivated through internalization of emotion like guilt for finishing the task or pride

when accomplishing the given work. Lastly, EM external regulation obtained a mean

rating of 4.88 or very high which shows that respondents are very motivated when

another person is giving them rewards or restrictions in doing the task given. in

totality, the mean rating of extrinsic motivation is 4.05 or high which indicates that

respondents are highly motivated when the work is done not for an individual’s sake

but to put an end to the task and claim a reward or recognition by doing so (Lomash

& Vij, 2014).

Amotivation. In terms of amotivation, the mean rating yielded 1.89 or low

which means that respondents are not likely to be motivated by the sense of

uncontrollability in which their actions are influenced by an out of control force (Ryan

& Deci, 2000; 1985). Moreover, low amotivation indicates that respondents do not

lack self- determination, purpose and internal or external care.

Significant relation between academic procrastination and academic

motivation

The main objective of this research is to distinguish the association between

academic procrastination and academic motivation using the Pearson Product-

Moment Correlation analysis. Results shown in Table 3.3 displays the correlation

between the two variables. Data depicts the value of r 2 as 0.0211 or, when
expressed into percentage, 2.11% which means that academic motivation affects

academic procrastination by 2.11%. In contrast, the remaining 97.89% reflects other

factors aside from academic motivation that influence academic procrastination. In

the same manner, Table 3.3 depicts that the p-value=0.818 is more than the value of

α=0.05 which led to the decision of retaining the null hypothesis.

28

Table 3.3
Pearson correlation between procrastination and motivation.

Variables Mean r-value r2 p-value Decision

2.93
Academic
Procrastinatio Retain Ho
n -0.14536 2.11% 0.818

Academic
3.25
Motivation

Going back to the theory which was adapted in this study, the results of this

study supports the expectancy theory of Vroom which states that the expectations of

an individual and that individuals are highly motivated by performance and expected

outcomes. This indicates that the respondents of the study are affected by their

performance and outcome of their behavior in doing a task that leads to

procrastination.
 Chapter 4

SUMMARY, CONCLUSIONS AND RECCOMMENDATIONS

Presented in this chapter are the summary, conclusions, and

recommendations based on the analysis and interpretation of the data obtained.

Summary

This study anticipated to determine the significant relationship between the

factors affecting procrastination and the level of procrastination of the Senior High

School (SHS) students of the University of Mindanao (UM), Matina Campus.

Specifically, this paper wants to answers to the following questions:

1. What is the level of academic motivation of the respondents based on the

following indicators:

1.1. Intrinsic Motivation

1.2. Extrinsic Motivation

1.3. Amotivation
 2. What is the level of academic procrastination of the respondents in the

following dimensions;

2.1. Passive procrastination

2.2. Active procrastination

3. Is there a significant difference between the level of academic motivation

and the degree of academic procrastination of the respondents?

4. Is there a significant relationship between the level of academic

motivation and the degree of academic procrastination of the

respondents?
30
The study tested the validity of the null hypothesis that states that there

is a no significant relationship between the level of academic motivation and the

degree of academic procrastination of the respondents. Utilizing the descriptive

correlation method and engaged a sample of 50 Grade 12 STEM senior high school

students of the University of Mindanao.

The findings of the study are as follows:

1. The level of academic motivation of among the senior high school

students acquired the following outcomes: intrinsic motivation, IM to

know, high; IM toward accomplishment, high; IM to experience, high;

extrinsic motivation, high; EM identified, very high; EM introjected, high;

EM external regulation, very high; and amotivation, low. In summary, the

overall mean obtained has a descriptive equivalent of moderate rating.

2. The level of academic procrastination of the respondents as measured by

passive and active are high and average, respectively. In totality, the

mean of procrastination yielded an average descriptive equivalent.

 3. There is no significant difference between the level of academic

motivation and the degree of academic procrastination of the

respondents.

4. There is a negative negligible correlation between the level of academic

motivation and the degree of academic procrastination of the

respondents.

Conclusions

Based on the aforementioned results of the findings, the researchers ended

up with the following conclusions.

31
1. The grade 12 STEM students often motivated by intrinsic motivation, as well

as motivated by IM to know, IM toward accomplishment, and extrinsic

motivation, high. Furthermore, students are also often motivated by extrinsic

motivation and EM introjected while EM identified and EM external regulation

are always motivating the students. However, amotivation are seldom

observed. Generally, the students are sometimes motivated academically.

2. The respondents of the study often procrastinate actively, and sometimes

procrastinate passively. To sum it up, the overall mean of academic

procrastination indicates that the respondents moderately procrastinate in

doing a given academic tasks.

3. The more motivation a student has to do a task, the lesser the chances of

procrastination that will occur.

4. The correlation between academic motivation and academic procrastination is

negative and very small that it is almost negligible.

Recommendations
 The conclusions formulated were the foundation of the researchers for the

following recommendations:

1. The school administrators and the faculty may undergo meetings and

seminars to help teachers innovate strategies that will motivate the students

into completing the task and pass it in time.

2. The students may improve their time management skills, their attitudes, ideas

and understanding that may alter their habits for better performance in school.

3. The future researchers may use this paper as basis for future reference and

validate the results of the study.

4. The future researchers might replicate the study using other methodologies or

survey a larger sample for more accurate results.

Curriculum Vitae
 Saro, Ariana Kissa G.
Purok-25 Peoples Vill.,Maa, Davao City
09108990594
arianakissa25@gmail.com

PERSONAL DATA:

Age : 17 years old

Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Birth date : January 25, 2000
Birth place : ddavao City
Father : Rreynaldo Solidum Saro
Mother : Glezyl Gulayan Saro

EDUCATIONAL BACKGROUND:

Primary : Maa Central Elementary School

Maa, Davao City
SY: 2006-2012

Junior High School : Maa National High School

Maa, Davao City
SY: 2012-2016
 Senior High School: University of Mindanao
Matina, Davao City
2016-2018

Track : Academic Track

Strand : Science Technology Engineering Mathematics

AFFILIATIONS:

Senior Supreme Student Government

 Treasurer 2016-present

Davao City Water District Volunteer officers

 Secretary 2015-present

Mari, Allysa Joy

Shrine Hills, Near IBC 13, Matina, Davao City
09958899295
allysajoy.mari@gmail.com

PERSONAL DATA:

Age : 17 years old

Sex : Female
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Birth date : April 30, 2000
Birth place : Davao City
Father : Alberto C. Mari
Mother : Ma. Teresa L. Mari

EDUCATIONAL BACKGROUND:

Primary : G.S.I.S. Heights Elementary School

Matina Davao City
SY: 2006-2012

Junior High School : Daniel R. Aguinaldo National High School

Maa, Davao City
 SY: 2012-2016

Senior High School: University of Mindanao

Matina, Davao City
2016-2018

Track : Academic Track

Strand : Science Technology Engineering Mathematics

AFFILIATIONS:

Ang Sinag, Official School Publication of DRANHS in Filipino

 Copy Reader and Headline Writer 2012-2015

DRANHS Scouting Unit

 Rover Scout 2013-2016

REFERENCES

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determination in human behavior”.

Day, V., Mensink, D., & Sullivan, M. (2000) Patterns of academic procrastination.

Journal of College Readings and Learning, 30, 120-134.

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existing and new validity evidence for the Academic Motivation Scale.

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finds. Retrieved from http://researchnews.osu.edu/archive/procrast.htm

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of adults. Psychological Reports, 78, 611–616.

Hoyenga, K. B., & Hoyenga, K. T. (1984). Motivation explanations of behavior.

Kandemira, M. (2014) Reasons of academic procrastination: self- regulation,

academic self-efficacy, life satisfaction and demographics variables.

Turkey: Kırıkkale Üniversity,

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University
 Phillips, J. G., Jory, M., & Mogford, M. (2007). Decisional Style and

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behavioral differences between high and low procrastinators. Journal of

Counseling Psychology, 33(4), 387–394.

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Senecal, C., Koestner, R. & Vallerand, R. J. (1995). Self-regulation and

academic

procrastination. Journal of Social Psychology, 135(5), 607-619.

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procrastination: An interactional model. Journal of Social Behavior &

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APPENDICES
 APPENDIX I

I. Survey Questionnaire

Name (Optional): _____________________________________________________

Age: ______ Gender: ______ Grade: ______ Strand: ________ Date: ___________

I. Procrastination Scale for Student Populations (Lay, 1986)

Instructions:

Please read the following statements carefully. For each statement, decide

whether the statement is uncharacteristic or characteristic of you using the following

5 point scale and write check (⁄ ) at the box of your answer. Note that the 3 on the

scale is Neutral – the statement is neither characteristic nor uncharacteristic of you.

Please answer honestly.

Scale:

1 - extremely uncharacteristic

2 - moderately

uncharacteristic

3 - neutral
4 - moderately characteristic

5 - extremely characteristic
 STATEMENTS 1 2 3 4 5

1. I often find myself performing tasks that I had

intended to do days before.

2. I do not do assignments until just before they are

to be handed in.

3. When I am finished with a library book, I return it

right away regardless of the date it is due.

4. When it is time to get up in the morning, I most

often get right out of bed.

5. A letter may sit for days after I write it before

mailing it.

6. I generally return phone calls promptly.

7. Even with jobs that require little else except sitting

down and doing them, I find they seldom get done

for days.

8. I usually make decisions as soon as possible.

9. I generally delay before starting on work I have to

do.

10. I usually have to rush to complete a task on time

11. When preparing to go out, I am seldom caught

having to do something at the last minute.

12. In preparing for some deadline, I often waste

time by doing other things.

13. I prefer to leave early for an appointment.

14. I usually start an assignment shortly after it is

assigned.

15. I often have a task finished sooner than

necessary.

16. I always seem to end up shopping for birthday or

Christmas gifts at the last minute.

17. I usually buy even an essential item at the last

minute.

18. I usually accomplish all the things I plan to do in

a day.

19. I am continually saying “ I’ll do it tomorrow’.

20. I usually take care of all the tasks I have to do

before I settle down and relax for the evening.

 APPENDIX II
ACADEMIC MOTIVATION SCALE (AMS-C 28)

Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, Nathalie M. Brière,

Caroline B. Senécal, Évelyne F. Vallières, 1992-1993

Does not

correspond Corresponds Corresponds Corresponds Corresponds

at all a little moderately a lot exactly

1 2 3 4 5

STATEMENTS 1 2 3 4 5

1. Because with only a high-school degree I would not

find a high-paying job later on.

2. Because I experience pleasure and satisfaction while

learning new things.

3. Because I think that senior High School education

will help me better prepare for the career I have chosen

4. For the intense feelings I experience when I am

communicating my own ideas to others.

5. Honestly, I don't know; I really feel that I am wasting

my time in school.

6. For the pleasure I experience while surpassing

myself in my studies.

7. To prove to myself that I am capable of completing

my Senior High School

8. In order to obtain a more prestigious job later on

9. For the pleasure I experience when I discover new

things never seen before.

10. Because eventually it will enable me to enter the

job market in a field that I like.

11. For the pleasure that I experience when I read

interesting authors.

12. I once had good reasons for going to SHS however,

now I wonder whether I should continue.

13. For the pleasure that I experience while I am

surpassing myself in one of my personal
accomplishments
14. Because of the fact that when I succeed in SHS I
feel important.

15. Because I want to have "the good life" later on.

16. For the pleasure that I experience in broadening

my knowledge about subjects which appeal to me.

17. Because this will help me make a better.

choice regarding my career orientation.

18. For the pleasure that I experience when I feel

completely absorbed by what certain authors
have written.

19. I can't see why I go to SHS and frankly, I couldn't

care less.

20. For the satisfaction I feel when I am in the process

of accomplishing difficult academic activities.

21. To show myself that I am an intelligent person

22. In order to have a better salary later on.

23. Because my studies allow me to continue to learn

about many things that interest me.

24. Because I believe that a few additional years of

education will improve my competence as a worker.

25. For the "high" feeling that I experience while

reading about various interesting subjects.

26. I don't know; I can't understand what I am doing in

school.

27. Because SHS allows me to experience a personal

satisfaction in my quest for excellence in my studies

28. Because I want to show myself that I can succeed

in my studies