Practical Research Group 1

The Levels of Motivation

and Their Suicidal
Tendencies of the
Senior High School
Students in Molopolo
 Acknowledgement

We would like to express our heartfelt gratitude and appreciation to all

those who have contributed to the successful completion of this research. Their

support, guidance, and encouragement have been invaluable throughout this

journey.

First and foremost, we extend our deepest appreciation to our Adviser,

Practical Research II and Inquiries, Investigation & Immersion Teacher, Ma’am

Elizabeth T. Malimbog, for their unwavering guidance and expertise. Their

profound knowledge, insightful feedback, and constant motivation were

instrumental in shaping this research and pushing us to excel.

We are immensely grateful to the members of our research committee for

their valuable input and constructive criticism. Their meticulous review and

thoughtful suggestions greatly enhanced the quality and depth of this study.

We extend our sincere thanks to the participants who generously dedicated

their time and shared their experiences, without whom this research would not

have been possible. Their willingness to contribute to the advancement of

knowledge is truly commendable.

Our sincere gratitude goes to our colleagues and friends who offered their

support, encouragement, and insightful discussions. Their contributions and

brainstorming sessions significantly enriched our understanding and refined our

research approach.
 Lastly, we would like to express our deepest gratitude to our families for

their unwavering love, understanding, and patience throughout this endeavor.

Their constant encouragement and belief in our abilities have been a source of

strength and motivation.

While every effort has been made to acknowledge all those who

contributed to this research, we apologize for any unintentional omissions. We are

truly grateful to everyone who played a role, however big or small, in making this

research a reality.

We thank you all for your support and collaboration.

 Abstract

This study explores the relationship between suicidal ideation and the level

of motivation among students at Molopolo National High School (MNHS) in

Molopolo, Kiblawan, Davao del Sur. A total of 175 senior high school students,

consisting of 79 males and 96 females, aged between 15 to 20 years and above,

were selected as respondents using Simple Random Sampling. The research

utilized an adapted questionnaire from Mental Health Inc. by The American

Foundation of Suicide Prevention and the American College Health Association.

The data collected were analyzed using the mean and Pearson's Correlation

Coefficient.

The findings indicate that the students' level of motivation is moderate,

with an overall mean score of 88.9125. However, the study reveals that students

exhibit a high level of suicidal tendencies, as reflected in their agreement with

statements related to suicidal ideation. The mean score for the suicidal tendency

level is 72.880952. Furthermore, the analysis reveals a strong relationship

between students' level of motivation and their suicidal tendencies, with a

correlation coefficient of 0.214615524.

Based on these findings, it can be concluded that the students' motivation

level is neutral, indicating that their motivation is neither strong nor weak.

Additionally, the study confirms a high prevalence of suicidal tendencies among

the students. Importantly, the results highlight the significant influence of

motivation on students' suicidal tendencies.

 In light of the conclusions, several recommendations are proposed. The

school administrators of MNHS are advised to implement programs that promote

mental well-being and equip students with strategies to manage their emotions

effectively. Additionally, educational initiatives focusing on various mental

health issues should be organized to enhance students' understanding and empathy

towards mental health challenges. Establishing support groups or clubs within the

school that address depression and offer solidarity to struggling students is also

recommended to foster a sense of community and support.

Overall, this study underscores the importance of addressing students'

motivation and mental health concerns, providing valuable insights for

educational institutions to implement appropriate interventions and create a

conducive environment for students' well-being.

 Table of Contents

I. INTRODUCTION PAGE
Chapter 1

I.1 Background of the Study

I.2 Statement of the Problem

I.3 Purpose of the Study

I.4 Research Questions

I.5 Hypothesis

I.6 Theoretical Framework

I.7 Conceptual Framework

I.8 Scope and Limitation

I.9 Significance of the Study

I.10 Definition of Terms

II. REVIEW OF RELATED LITERATURE

Chapter 2

II.1Conceptual Description of Variables

II.2Succeeding Questions Parallel with the Research Questions

III. METHODOLOGY
Chapter 3
 III.1 Research Design

III.2 Research Locale

III.3 Sample and Sampling Techniques

III.4 Research Instrument(s)

III.5 Data Gathering Procedure

III.6 Statistical Tools

IV. RESULTS AND DISCUSSIONS

Chapter 4

IV.1 Presentation of Data

IV.2 Analysis and Interpretation of Results

V. SUMMARY, CONCLUSION AND

RECOMMENDATION
Chapter 5

V.1Summary

V.2Conclusion

V.3Recommendations
 List of Figures

Figure 1: Distribution of Respondents by Gender

Figure 2: Level of Motivation of Students

Figure 3: Suicidal Tendency of Students

Figure 4: Relationship Between Level of Motivation and Suicidal Tendencies

 List of Tables

Table 5

Table 6

Table 7

Table 8

Table 9

Table 10

Table 11

Table 12

Table 13

Table 14
 List of Appendices

1.1 Research Questionnaire

1.2 Raw Data

1.3 Statistical Analysis

1.4 Informed Consent Form

1.5 Ethical Approval

1.6 Supporting Materials

 CHAPTER 1

INTRODUCTION

Background of the Study

Suicidal ideations (SI), often called suicidal thoughts or ideas, is a broad

term used to describe a range of contemplations, wishes, and preoccupations with

death and suicide. Students with motivational problems can also be classified on

risk of having suicidal intents. However, this cannot be determined if we only get

to base on their lifestyles around their life be it home or school. In fact,

According to Wenzel and Beck (2022), cognitive processes associated with

psychopathology include the content of cognitions, as well as information

processing biases, reflecting the manner in which cognitions are formed.

Lots of studies have a commonly similar impact of students with suicidal

tendencies and their level of motivation. Conversely, Bilsen (2018) stated that

several population-based psychological autopsy studies of suicides have been

conducted, involving interviews with key informants and examination of records,

as well as follow-up studies of people who have attempted suicide, revealing

important information about the risk factors for youth suicide. Moreover, a thesis

affirmed that Suicidal ideation is an issue for high school–age youths across the

U.S. education system (Kann et al., 2018).

In a 2021 study from United Arab Emirates (UAE) called No Association

Between Suicidality and Weight Among Schools, Ibrahim and Mahfound have
hypothesized that an association exists between weight and suicidality, with those

at both extremes of weight suffering higher rates of suicidal ideation, planning

and attempts. Furthermore, Orozco (2018) from National Institute of Psychiatry in

high income countries, higher students’ grades are related to lower odds of

suicidal behaviors, but studies on other indicators of academic performance are

more limited, specially in middle income countries were found out in his study.

In the Philippines, Quintos (2017) alleged that one in every ten Filipino

youth aged 15 to 27 have thought of ending their life through suicide before,

though only around one in every twenty pushes through with an actual attempt. It

is critical to combat social stigma around seeking mental health support and to

provide that support, such as suicide prevention programs. When they do attempt

to commit suicide, this is most frequently because of problems in the family and

their school, they utilize a violent method of suicide in the form of slashing of

wrist(s) or the non-violent method of ingesting poisonous substances. In addition,

Over recent years, the incidence of suicide in the Philippines has been increasing

and there is an urgent call to understand suicide behavior and the need to establish

prevention strategies (Lagman et al., 2021).

For how many years, Molopolo National High School has students that are

undoubtedly unmotivated to go to school. There are many students that have

different problems throughout motivation or something that leads to suicidal

tendencies. However, there has been no study that have explored this problem of

suicidal ideation on students and that's why we will be conducting this study.

Statement of the Problem

 Suicidal ideation and behavior are complex phenomena that can result

from the interaction of various distal and proximal risk factors. While some risk

factors are common across different age groups, the specific factors associated

with suicidal tendencies in adolescents are still not fully understood. Distal

factors such as family history of suicide, genetic predisposition, and psychosocial

stressors, as well as proximal factors like substance abuse, poor school

performance, and psychiatric disorders have all been identified as potential risk

factors for suicidal behavior in adolescents.

Despite the efforts of mental health professionals, suicide remains a major

public health concern among adolescents. The Motivational Interview for

Suicidality in Adolescence (MIS-A) is a tool that aims to identify the

motivational factors that sustain suicidal ideation and gestures in this population.

However, a more comprehensive clinical assessment is needed to better

understand the complex interplay of risk factors and motivations underlying

suicidal tendencies in adolescents.

Therefore, the present study seeks to explore the factors associated with

suicidal ideation and behavior among students in Molopolo National High School.

Specifically, we aim to investigate the prevalence of suicidal ideation and

behavior, as well as the distal and proximal risk factors that may contribute to

these outcomes. Additionally, we will use the MIS-A to identify the motivational

areas that sustain suicidal ideation in this population, in order to provide guidance

for clinicians engaged in the challenging task of preventing suicidal gestures

among adolescents.
Purpose of this Study

The purpose of this study is to explore the relationship between students'

levels of motivation and suicidal ideation. The study aims to achieve four specific

objectives. First, is to identify the situations that may contribute to students' lack

of motivation. Second, is to examine how life experiences may affect their

motivation and likelihood of suicidal thoughts. Third, is to identify groups of

students who may be at higher risk for suicidal ideation based on their level of

motivation. Lastly, to assess the risk environments that may lead to suicidal

attempts among students with varying levels of motivation. This study will

contribute to the development of effective prevention and intervention strategies

to address the issue of suicidal ideation among students.

Research Questions

This study generally aims to determine the relationship of suicidal

tendencies on senior high school students and the level of their motivation in life.

Specifically, it aims to answer the following research questions:

1. What is the level of motivation among senior high school students?

2. What is the extent of suicidal tendencies among senior high school

students?

3. Is there a relationship between the level of motivation and suicidal

tendencies among senior high school students?

Hypothesis

The following used is the Null Hypothesis on this research.

There is a no significant relationship between the level of suicidal

thoughts and the students' motivation.

Theoretical Framework

This study is anchored on the theory of Suicidal Behavior Personal Theory

(IPT: Van Orden et al., 2010), which posits that suicidal thoughts manifest when

individuals experience high levels of burdensomeness, which is defined as feeling

burdened by both thwarted belongingness (a sense of not belonging to others) and

perceived lack of purpose. Suicidal attempts result from these suicidal thoughts.

The theory suggests that several risk factors are associated with fatal suicidal

behavior, including mental disorders, past suicide attempts, social isolation,

family conflict, unemployment, and illness.

In addition, the study incorporates the Integrated Motivational-Volitional

Paradigm (IMV; O'Connor, 2011; O'Connor & Kirtley, 2018), which provides

further insights into the motivational and volitional phases involved in suicidal

behavior. The IMV model emphasizes that suicidal behavior results from a

complex interaction between motivational factors and volitional factors.

The motivational factors in the IMV model include defeat, entrapment, and

(lack of) social support. These factors contribute to the motivation behind suicidal

ideation. Entrapment, in particular, is identified as a key motivator of suicidal

thoughts, with internal entrapment (feeling trapped by internal thoughts and

emotions) being more strongly associated with suicidal ideation than external

entrapment (i.e., being unable to escape external circumstances).

On the other hand, volitional factors in the IMV model influence the

transition from suicidal ideation to suicidal behavior. These factors include

exposure to suicide, lack of fear of death, and impulsivity. The model suggests

that these factors play a role in directing the change from ideation or intention to

actual suicidal behavior.

The IMV model also acknowledges pre-motivational phase variables,

which evaluate background variables and environmental factors. These variables,

such as perfectionism and specific events or experiences, can influence an

individual's vulnerability to suicidal ideation and behavior.

Both the IPT and IMV theories propose that the interplay between

perceived burdensomeness and thwarted belongingness contributes to suicidal

ideation. The IMV model specifically highlights the significance of entrapment

and defeat as core motivational factors affecting suicidal ideation.

Conceptual Framework

Mood Disorder

Abuse and Neglect

External
Life Stressor
Suicidal Ideation
Helplessness and
Self Harm
Demotivational Factors
Environment

Lack of self-
Internal
confidence

The conceptual framework for this study integrates the Suicidal Behavior

Personal Theory (IPT) and the Integrated Motivational-Volitional Paradigm (IMV)

with a specific focus on queer youth suicide. It aims to develop an integrated model

that captures the unique factors and complexities contributing to suicidality in this

population.

The IPT provides a foundation for understanding the motivational factors

underlying suicidal thoughts and behaviors. It highlights the significance of

burdensomeness, thwarted belongingness, and the interaction between these factors.

Within the context of queer youth suicide, this theory emphasizes the impact of

systemic factors such as homophobia, discrimination, and social isolation on feelings

of burdensomeness and thwarted belongingness.

The IMV model complements the IPT by addressing the volitional phase of

suicidal behavior. It explores the role of defeat, entrapment, social support, and

volitional factors in transitioning from suicidal ideation to actual attempts. In the

context of queer youth suicide, the IMV model recognizes the influence of

internalized stigma, lack of acceptance, and access to supportive resources as

volitional factors that can shape the progression from ideation to behavior.

By integrating these theoretical frameworks, the conceptual model seeks to

explain the relationship between distal and proximal risk and protective factors

specific to queer youth suicide. It takes into account systemic factors such as

homophobia, discrimination, and lack of social support, as well as individual factors

such as internalized stigma and personal resources.

This integrated model will guide the development of suicide preventive

interventions that are tailored to the unique needs of queer youth. It recognizes the

variability within this population and acknowledges the need for targeted strategies to

address the specific risk and protective factors identified by the theoretical

frameworks.

Scope and Limitations

The scope of the study is to measure the levels of suicidal tendency and

motivation among senior high school students at Molopolo National High School.

The study will also gather personal information from the students, including their

age, year level, and gender. The study will focus on all students enrolled in the

first semester of the 2022-2023 school year, which includes 356 male and female

students from grade 11 and grade 12, across all strands offered at the school,

namely STEM, GAS, and TVL.

 Limitations of the study may include the fact that the study only includes

students from one high school, which may not be representative of all senior high

school students in the wider population. Additionally, the study may be limited by

potential biases or inaccuracies in self-report measures of suicidal tendency and

motivation. Finally, the study's findings may not be generalizable to other

populations or contexts beyond the specific school and strands included in the

study.

Significance of the Study

This study is seen beneficial to the following:

 PARENTS. This will let them know how their children's feelings and their

level of motivation towards going to school.

 SCHOOL ADMINISTRATION. The  information  and  translations  in this 

may  direct  the school  organization  by giving  extra  information  around  the

issues of suicidal tendencies of senior high school students.

 FUTURE RESEARCHERS. The information and translations in this may

direct, it may offer assistance future analysts as one of their references for

future thinks about around the scholastic issues of students with suicidal

thoughts.

 TEACHERS. The findings of this study will help teachers track down

students with similar problems to further help them arose their motivation

towards school.

 STUDENTS. Results of this study may change the practices of students with

suicidal intents and improve their motivation towards school.

Definition of Terms

Conceptual

Suicidal Tendency.Is the propensity for a person to have suicidal ideation or to make

suicide attempts. Also a term that people sometimes use to describe someone who

may be “at risk of suicide.”

Operational

Suicidal Tendency.Suicidal Tendency in this study refers to the thoughts, plans,

gestures or attempts of the students on having this ideation in their entire high school

life.

Conceptual

Motivation.The reason or reasons one has for acting or behaving in a particular way.

This is derived from the word 'motive', which denotes a person's needs, desires,

wants, or urges. It is the process of motivating individuals to take action in order to

achieve a goal.

Operational

Motivation.In this study, motivation refers to students’ mental state to initiate, continue, engage or

terminate their behavior depending on their situation.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and

in-depth search done by the researchers. This contains the information of readings and

literature from different sources like journals books, websites, articles, theses, and

dissertation related to the study. It starts with the definition and determinants of the

student’s motivation and the suicidal tendency.Motivation can either come from

within the student (intrinsic) or from outside (extrinsic).Motivation, often varies

depending on the setting, the people involved, the task and the situation.

Unfortunately, other factors often intervene to lessen a student’s motivation. Some of

these factors are: fear of failure, lack of challenge, lack of meaning, emotional

problems, anger and desire for attention.

According to the study of BMC Medical Association, Student motivation to

learn has been undervalued to date though has been identified as an area influencing

student success and retention.Early identification of those students at risk may assist

the transition for many students moving into higher education. Previous research has

identified the Motivation and Engagement Scale – University/College (MES-UC) as a

valid instrument for measuring motivation to learn in physiotherapy students. The aim

of this study was to determine the relationship between a student’s motivation to learn

on entry into an undergraduate physiotherapy program and their performance through

first year.Thus, students enter with similar academic capabilities. Differentiating

students that may be more motivated to learn and progress through the program, is
much more difficult to determine on entry but the link between admissions interview

and MES-UC does confirm that for this sample, the interview may be targeting

alternate factors outside of cognitive ability. Previous research has shown a

relationship between the admissions interview for this program and performance in

clinical placements in Years 2–4, stronger than academic scores on entry.

Suicidal Tendency, on the other hand, is a term that indicates the propensity of

an individual to experience suicidal thoughts or attempt suicide. This can be seen as a

behavior motivated by the desire to escape from unbearable psychological pain.

Other psychological factors like personality traits, emotional characteristics, and

dysregulation also seem to play a role, with emerging importance to decision-making

deficit among suicidal individuals.Non-specific active thoughts were the most

common type of lifetime suicidal ideation (40.9%) while passive ideation was the

most common in the past month (13.5%). Aborted suicide attempt was the most

frequent behavior in both lifetime (16.4%) and in the past month (4.7%) according to

Estrada, C.A.M., Nonaka, D., Gregorio, E.R. et al.

Student’s Motivation

There are several studies that included expectancy and value components of

motivation as predictors of students’ academic achievement (grades or test scores)

and additionally considered students’ prior achievement (Marsh et al., 2005;

Steinmayr et al., 2018, Study 1) or their intelligence (Spinath et al., 2006; Lotz et al.,

2018; Schneider et al., 2018; Steinmayr et al., 2018, Study 2, Weber et al., 2013).

However, only few studies considered intelligence and prior achievement together

with more than two motivational constructs as predictors of school students’

achievement (Steinmayr and Spinath, 2009; Kriegbaum et al., 2015). Kriegbaum et al.
(2015) examined two expectancy components (i.e., ability self-concept and self-

efficacy) and eight value components (i.e., interest, enjoyment, usefulness, learning

goals, performance-approach, performance-avoidance goals, and work avoidance) in

the domain of math.

However, to judge the relative importance of motivation constructs for

academic achievement, studies need (1) to investigate diverse motivational constructs

in one sample and (2) to consider students’ cognitive abilities and their prior

achievement, too, because the latter are among the best single predictors of academic

success (e.g., Kuncel et al., 2004; Hailikari et al., 2007). For effective educational

policy and school reform, it is crucial to obtain robust empirical evidence for whether

various motivational constructs can explain variance in school performance over and

above intelligence and prior achievement. Without including the latter constructs, we

might overestimate the importance of motivation for achievement.

According to the social cognitive perspective, students’ motivation is

relatively situation or context specific (see Pintrich et al., 1993). To gain a

comprehensive picture of the relation between students’ motivation and their

academic achievement, we additionally take into account a traditional personality

model of motivation, the theory of the achievement motive (McClelland et al., 1953),

according to which students’ motivation is conceptualized as a relatively stable trait.

Thus, we consider the achievement motives hope for success and fear of failure

besides students’ ability self-concepts, their task values, and goal orientations in this

article. In the following, we describe the motivation constructs in more detail.

According to the social cognitive perspective, students’ motivation is relatively

situation or context specific (see Pintrich et al., 1993). To gain a comprehensive

picture of the relation between students’ motivation and their academic achievement,
we additionally take into account a traditional personality model of motivation, the

theory of the achievement motive (McClelland et al., 1953), according to which

students’ motivation is conceptualized as a relatively stable trait. Thus, we consider

the achievement motives hope for success and fear of failure besides students’ ability

self-concepts, their task values, and goal orientations in this article. In the following,

we describe the motivation constructs in more detail.

Adolescence and Suicide

According to Wareerat Thanoi (2009) adolescent suicide risk ehaviour is one

of the major mental health problems which causes death among youths between 15

and 24 years of age, and has been increasing in number over decades globally.

Adolescence is a period of life changes and most teenagers struggle with issues such

as independence and developing a sense of identity and a system of values and

responsibilities. Redaniel, et al. (2011) added that these struggles manifested in the

high incidence of non-fatal self-harm in this age group worldwide.

According to Ortiz (2004) cited by Wong, et al. (2013), normal development

during the adolescence stage includes self-searching in which adolescent try to be out

of his or her child-like self. It is also a period of capacity development and one of

heightened vulnerability and risk Meyers, et al. (2005) added as cited by Wong, et al.

(2013). This change is complicated by the conflict between an adolescent‟s new sense

of 30 adult identity and remaining juvenile insecurities. Adolescent‟s risky ehaviour

are also related with this self-searching process (Ortiz, 2004 as cited in Wong, et al.,

2013). As stated by Balwin (2000; Mancini & Heubner, 2004; Wong, et al., 2013),

risk ehaviour hinders successful adolescent development. According to Meyers, et al.

(2005), adolescents are also faced with different challenges such as establishing an
identity, learning to function independently, growing intellectually and physically,

choosing a career, and developing love relationships.

During the adolescence stage, the socio cognitive processes particularly

abstract and hypothetical thinking and advancement also affect how adolescents

describe themselves. According to Larson, Wilson and Mortimer (2002) mentioned by

George (2005) the family is seen as the central source of support for adolescents

worldwide. Further, they posit that a positive parenting style acts as a protective

factor, which enhances the adolescent’s general wellbeing. In a study by Paulsen and

Everall (2001) mentioned by George (2005), they concluded that negative life events

such as divorce in the family, the experience of death or extreme school difficulties

show a contribution towards suicidal thoughts. The authors furthermore suggest that a

build-up of daily stressors in the absence of an effective support system can contribute

towards suicidal ehaviour, youth who are disconnected from major support systems

(school, work, and family) appear to be at very high risk for suicide, particularly in

the context of other risk factors that are likely to contribute to their “drifting” status.

Steinberg also stated that Piaget‟s socio cognitive processes particularly abstract and

hypothetical thinking and advancement also affect how adolescents describe

themselves. Some psychologists believe that adolescents‟ self-concepts are frequently

disturbed. Unhappiness, disappointment and depression may arise if there is a large

discrepancy between adolescents‟ actual and ideal self.

Therefore, raising children in a loving environment promotes the development

of characteristics including motivation, self-worth, and spiritual and religious

perspectives, as well as providing its members with a secure and encouraging

emotional environment, concluded by Thomlison (2002).

Psychache and Suicide

According to Shneidman (1993), Psychache is defined as an acute state of

intense psychological pain associated with feelings of shame, humiliation, hurt,

anguish, despair, loneliness, fear and dread. Thus, he also stated that it is a painful

inner experience of negative emotions as Shneidman (1999a) cited by Flamenbaum

(2009). Further, alternatively, psychache is the mental pain of being perturbed.

Although both depression and hopelessness have received abundant support as

psychological predictors of suicidality, another variable is emerging as an important

predictor, as cited by Troister, T. (2009). Psychache directly leads to suicide when the

psychological pain exceeds an individual’s threshold of tolerance, and death is seen as

the only solution to escape. Shneidman (1993) outlined six progressions in the

components of suicide: (1) occurrence of life stresses and psychological insults; (2)

influence of other vulnerabilities, such as genetic and social factors; (3) perception of

life stresses as negative and painful; (4) perception of pain as unbearable and

unacceptable; (5) thought that cessation of consciousness is the solution for this pain;

and (6) level of pain that exceeds one‟s threshold for enduring psychache.

Hopelessness and depression are strong predictors of who will attempt, and die

by, suicide (Lester et al., 1979; Thompson, et al., 2005 as cited by Troister, & Holden,

2010), but neither one of these constructs alone or in combination is able to fully

account for and predict suicidality. As Edwin Shneidman (1993) proposed that

psychological pain, or psychache, is a necessary condition for suicide to occur, and

that all other factors, such as depression and hopelessness are secondary, and only

relevant for suicide insofar as their association with psychache. For an individual to

die by suicide, Shneidman (1984) cited by Troister & Holden (2010) asserts that the
perception of the pain must be unbearable for that person, and that the cessation of the

pain, or psychache, by stopping consciousness is seen as the only solution. He

postulated that if the pain can be relieved, the individual would be willing to continue

to live. Psychache itself, and the negative emotions that give rise to it, stem from

unfulfilled, frustrated, or thwarted psychological needs, as mentioned by Shneidman.

He declared that, there are many pointless deaths, but never a needless suicide; and so

identifying and addressing an individual‟s frustrated needs may help to reduce his or

her level of psychache and prevent suicide, as mentioned by Shneidman

(Flamenbaum, 2009).

When it occurs, its reality is introspectively undeniable. Suicide occurs when

the psychache is deemed by that person to be unbearable. This means that suicide also

has to do with different individual thresholds for enduring psychological pain

(Shneidman, 1985, 1992a, Leenaars, 1999, p. 239 as cited in Leenaars, 2010).

Shneidman (1993) postulated that psychache is directly associated with suicidality,

and mediates the effects of other relevant psychological factors, such as depression

and hopelessness, in their association with suicide. It is a mistake according to

Shneidman, to equate depression with suicide. Shneidman (1993) postulated that

psychache is directly associated with suicidality, and mediates the effects of other

relevant psychological factors, such as depression and hopelessness, in their

association with suicide. It is a mistake according to Shneidman, to equate depression

with suicide.

Synthesis

The related literature included to this study has significant relation to the given

variables in the sense that it gives the essential point of interpretation and information
regarding suicide as a serious public health problem worldwide. It occurs all over the

world and can take place at almost any age. Globally, suicide rates are highest in

people aged 70 years and over. In some countries, however, the highest rates are

found among the young (www.who.int, 2014 published).

Philippines as collective country have natural preventive barriers against

suicide such as source of hope. Among these barriers, which psychiatrist Dr. Dinah

Pacquing Nadera cited in her paper on suicide in the country, is “strong Catholic faith

which frowns upon suicide, discouraging families from reporting” as cited by Lapeña,

(2015). Suicidal behaviour in the Philippines is reported to be low, there is likely to be

underreporting because of its non-acceptance by the Catholic Church and the

associated stigma to the family, mentioned by Redaniel, et al. (2011). Example is the

death of 15 years old teen actress whose father had requested the police to refrain

from pursing further investigation as he is convinced that his daughter committed

suicide, as per MauricioArriola, T. (2015).

In the Philippines, whilst the incidence of suicide is low compared to other

countries, it appears to have been increasing in recent years, particularly amongst

males according to Redaniel, et al. (2011). A large number of these cases reportedly

Filipino youth (Sta. Maria, M., et al, 2015) and Philippine Psychiatric Association has

found that [Philippines] have been on the rise for three decades, between the period of

1975 to 2005. Notable is how the rates peak around the ages of 15 to 24 for both

males and females (Cruz, V., 2014). In means of sex, according to Redaniel, et al.

(2011) cited by Wong, et al. (2013), though more women than men attempt suicide in

the Philippines, but as seen in most other countries case fatality is higher in males, in

part due to males‟ preference for more violent/lethal methods of suicide. Further, the

male-to-female ratio for suicide is 3.3:1 in the Philippines.

 While suicide rates are low in the Philippines, increases in incidence and

relatively high rates in adolescents and young adults, especially university students,

thus reasons for this excess in young people in the Philippines require further

investigation and improving data quality and better reporting of suicide deaths is

likewise imperative to inform and evaluate prevention strategies.

CHAPTER 3

METHODOLOGY

Research Design

This study will be using descriptive-correlational research design. This

entails compiling knowledge of probability and theories as they exist today. This

establishes the motivational levels and the likelihood of suicidal tendencies at the

moment. Descriptive-correlational studies describe the variables and the

relationship that occurs naturally between and among them predicting the

variance of one or more variables bassed on the variance of another variable(s).

Research Locale

This study will be conducted in Molopolo National High School (MNHS)

in the school year 2022-2023. The school is a public high school located at

Barangay Molopolo, Kiblawan, Davao del Sur. The school started its operation on
the year 2022 and has a current enrollment of 332 Senior High School (SHS)

students which will be the participants for this study.

Sample and Sampling Techniques

In this study, the researchers plan to use a combination of stratified

sampling and simple random sampling techniques to select the respondents. The

total number of Senior High School (SHS) students in the school is reported to be

332.

To ensure a representative sample, the researchers will employ stratified

sampling. They will divide the student population into different strata based on

strands and sections. This will account for the diversity within the school and

allow for proportional representation of students from each subgroup.

Within each stratum, the researchers will then use simple random

sampling. They will employ the fish bowl technique, where the names of the

students will be written on paper cards and placed in a container. The desired

number of samples (175 students) will be randomly selected from the container.

By using this combined approach, the researchers aim to obtain a sample

that is both representative of the entire SHS student population and selected

randomly within each subgroup. This will help ensure a comprehensive and

unbiased representation of students' motivation and suicidal tendencies.

Research Instrument(s)

This study will use an adapted questionnaire from the Mental Health Inc.

with educational facts adapted and provided by The American Foundation of

Suicide Prevention and the American College Health Association.

Data Gathering Procedure

The data gathering procedure for this study will involve the use of surveys

and questionnaires, which are widely used in the research process to obtain data

from targeted respondents. These instruments will be adapted from Mental Health

Inc., with educational facts provided by The American Foundation of Suicide

Prevention and the American College Health Association. The questionnaires will

be distributed to 175 Senior High School students using a stratified sampling

technique and fishbowl method. The responses will be collected and analyzed to

obtain insights into the motivational levels and likelihood of suicidal tendencies

among the participants.

Statistical Tools

The statistical tool that we will use to analyze the data we will be the mean

and the Pearson’s Correlation Coefficient since this will help us measure to

determine the relationship (instead of difference) between two quantitative

variables (interval/ratio) and the degree to which the two variables that coincide

with one another.

 CHAPTER 4

RESULTS

Of the data collected from a sample of n=175 individuals revealed that the

population consisted of four age groups, including 15-16, 17-18, 19-20, and 21-above.

The age group 17-18 exhibited the highest percentage, with 113 individuals (64%)

falling within this range (Table 1). The age group 15-16 exhibited the second-highest

percentage, with 43 individuals (25%) in this range. The age group 19-20 had the

third-highest percentage with 17 individuals (10%). Finally, the age group 21-above

had the smallest percentage, with only 2 individuals (1%) falling in this range.

Overall, the age distribution data obtained from this study provides valuable insight

into the given research.

Table 1. Age Profile of the Respondents

Sections 15-16 17-18 19-20 21-Above

Age Group Age Group Age Group Age Group
Diamond 0 17 4 1
Neptune 16 6 1 0
Jupiter 10 13 1 0
Garnet 0 19 2 0
Uranus 9 11 0 0
Saturn 7 14 0 0
Ruby 1 17 4 0
Sapphire 0 16 5 1
Total 43 113 17 2
Percentage 24.571 or 25% 64.571 or 64% 9.714 or 10% 1.14 or 1%

The data obtained from a sample of n=175 students revealed that the student

population was composed of two grade levels, including Grade 11 and Grade 12. The
frequency data indicated that 88 students (50.285 or 50%) (Table 2) were in Grade

11, while 87 students (49.714 or 50%) were in Grade 12. These findings are

consistent with previous research that has shown that high school students are

typically divided into four grade levels, with Grades 11 and 12 representing the final

two years of high school. The almost equal distribution of students across Grades 11

and 12 may indicate that the student population is relatively evenly distributed across

these two grade levels. These findings could have implications for the school

administration in terms of resource allocation and planning, particularly in relation to

academic programs and staffing.

Table 2. Profile for Grade Level of Students

Grade Level Frequency Percentage
Grade 11 88 50.285 or 50%
Grade 12 87 49.714 or 50%

The data obtained from a sample of n=175 students revealed that the student

population was composed of two genders, including male and female. The frequency

data indicated that 79 students (45.142 or 45%) (Table 3) were male, while 96

students (54.857 or 55%) were female. These findings are consistent with previous

research that has shown that females tend to be overrepresented in educational

settings. The slightly higher percentage of female students in the sample may indicate

that this trend is continuing in this particular educational institution. These findings

could have implications for the school administration in terms of addressing potential

gender disparities in academic and extracurricular programs, as well as the need for

promoting gender diversity and inclusivity in the educational environment.

Table 3. Profile of Students According to Gender

Gender Frequency Percentage
 Male 79 45.142 or 45%
Female 96 54.857 or 55%

The data collected from a sample of n=175 students indicated that students

held varying attitudes towards continuous learning. For the statement "I work hard at

school," 120 students (68.571%) (Table 4) agreed or strongly agreed, while 25

students (14.285%) disagreed or strongly disagreed. For the statement "I concentrate

on my schoolwork," 122 students (69.714%) agreed or strongly agreed, while 9

students (5.142%) disagreed or strongly disagreed. For the statement "I feel proud of

my school," 127 students (72.571%) agreed or strongly agreed, while 13 students

(7.428%) disagreed or strongly disagreed. For the statement "I am treated with much

respect as other students," 111 students (63.428%) agreed or strongly agreed, while 25

students (14.285%) disagreed or strongly disagreed. Finally, for the statement "In my

school, I feel that I belong to a group of friends," 173 students (98.857%) agreed or

strongly agreed, while only 3 students (1.714%) disagreed or strongly disagreed.

These findings provide valuable insight into students' attitudes towards continuous

learning and their school environment. The study's results may have important

implications for the school administration in terms of fostering a positive learning

environment, promoting academic engagement, and improving student performance.

Continuous learning is a critical concept in today's rapidly changing world,

where new technologies and innovations emerge at an ever-increasing pace.

According to researchers like Dr. Carol Dweck(2006), a professor of psychology at

Stanford University, the ability to engage in continuous learning is essential for

individuals to adapt and thrive in this dynamic environment. Dr. Dweck has

conducted extensive research on the topic of growth mindset, which refers to the

belief that intelligence and abilities can be developed through hard work and
dedication. This mindset fosters a love of learning and a willingness to take on new

challenges, which are key components of continuous learning. Dr. Dweck's work has

shown that individuals who adopt a growth mindset are more likely to embrace

continuous learning and achieve long-term success.

Table 4. Continuous Learning

Continu Stron % Disag % Neut % Agr % Strongl %
ous gly ree ral ee y
Learnin Disag Agree
g ree
I work 18 10.2 7 4 30 17.1 68 38.8 52 29.
hard at 85 42 57 714
school.

I 14 8 6 3.4 33 18.8 78 44.5 44 25.

concentr 28 57 71 142
ate on
my
schoolw
ork.

I feel 13 7.42 4 2.2 31 17.7 68 38.8 59 33.

proud of 8 85 14 57 714
my
school.

I am 12 6.85 13 7.4 39 22.2 69 39.4 42 24

treated 7 28 85 28
with
much
respect
as other
students.

In my 11 6.28 16 9.1 33 18.8 57 32.5 58 33.

school, I 5 42 57 71 142
feel that
I belong
to a
group of
friends.
 The data collected from a sample of n=175 students indicated that students

held varying attitudes towards taking action to achieve their goals. For the statement

"I take responsibility for working on my goals," 133 students (76.001%) agreed or

strongly agreed, while 26 students (14.858%) (Table 5) disagreed or strongly

disagreed. Specifically, 88 students (50.287%) agreed, and 45 students (25.714%)

strongly agreed, while 17 students (9.714%) disagreed, and 9 students (5.142%)

strongly disagreed. These findings suggest that a majority of students in the sample

exhibit a positive attitude towards taking action to achieve their goals, while a smaller

proportion hold negative attitudes towards this issue. These results have important

implications for educators and policymakers who aim to cultivate a culture of

personal responsibility and initiative among students.

According to Dr. Locke's(1968) research, setting specific and challenging

goals is an effective way to motivate individuals to take action and achieve their

desired outcomes. He has also found that feedback and reinforcement are important

factors in maintaining action-oriented behavior over time. Dr. Locke's work has had a

significant impact on the field of organizational psychology, and his theories have

been applied in a variety of settings, including business, education, and sports. By

understanding the key components of action-oriented behavior, individuals and

organizations can develop strategies to achieve their goals and improve their

performance.

Table 5. Action-Oriented
Action- Stron % Disag % Neut % Agr % Stron %
Oriented gly ree ral ee gly
Disag Agree
ree
I take 17 9.7 9 5.1 16 9.1 88 50.2 45 25.7
responsib 14 42 42 87 14
ility for
working
on my
goals.

The data collected from a sample of n=175 students indicated that students

held varying levels of emotional resilience, with differences observed across specific

dimensions. For the statement "There is at least one adult in this school I can talk to if

I have a problem," 80 students (45.714%) (Table 6) agreed or strongly agreed, while

44 students (25.142%) disagreed or strongly disagreed. Specifically, 58 students

(33.142%) agreed, and 22 students (12.571%) strongly agreed, while 19 students

(10.857%) disagreed, and 25 students (14.285%) strongly disagreed. For the statement

"I respect other points of view, even when I disagree," 121 students (69.143%) agreed

or strongly agreed, while 20 students (11.429%) disagreed or strongly disagreed.

Specifically, 84 students (48%) agreed, and 37 students (21.142%) strongly agreed,

while 9 students (5.142%) disagreed, and 11 students (6.285%) strongly disagreed.

Finally, for the statement "I pay attention to how I feel," 118 students (67.428%)

agreed or strongly agreed, while 20 students (11.429%) disagreed or strongly

disagreed. Specifically, 81 students (46.285%) agreed, and 37 students (21.142%)

strongly agreed, while 9 students (5.142%) disagreed, and 11 students (6.285%)

strongly disagreed. These findings suggest that while a majority of students exhibit

positive emotional resilience in certain dimensions, a significant proportion struggle

with seeking emotional support and understanding their own emotions.

Dr. Karen Reivich(2002), a professor of psychology at the University of

Pennsylvania, has conducted extensive research on emotional resilience and

developed a framework for teaching individuals how to cultivate this important trait.

In collaboration with colleagues, she developed the Penn Resilience Program, which
is a training program designed to help individuals build emotional resilience and

overcome negative thinking patterns. Dr. Reivich's research has shown that

individuals who are more emotionally resilient are better able to handle stress and are

more likely to achieve their goals. Her work has been widely recognized and has had

a significant impact on the field of positive psychology. Dr. Reivich's book "The

Resilience Factor: 7 Keys to Finding Your Inner Strength and Overcoming Life's

Hurdles," co-authored with Dr. Andrew Shatte, has become a seminal work in the

field of emotional resilience.

Table 6. Emotional Resilience

Emotio Stron % Disag % Neut % Agr % Stron %
nal gly ree ral ee gly
Resilie Disag Agree
nce ree
There 19 10.8 25 14.2 51 29.1 58 33.1 22 12.5
is at 57 85 42 42 71
least
one
adult in
this
school I
can talk
to if I
have a
proble
m.

I 9 5.14 11 6.28 34 19.4 84 48 37 21.1

respect 2 5 28 42
other
points
of
view,
even
when I
disagre
e.

I pay 9 5.14 11 6.28 37 21.1 81 46.2 37 21.1

attentio 2 5 42 85 42
n to
how I
feel.

The survey results for initiative show that the majority of respondents agree or

strongly agree that they work well with a group or team (67.999%). Meanwhile, a

significant portion of the participants (14.571%) (Table 7) disagree or strongly

disagree with this statement. When it comes to resisting doing something when they

know they shouldn't, the responses are more evenly distributed, with 52.571%

agreeing or strongly agreeing and 13.142% disagreeing or strongly disagreeing. In

terms of calming oneself down when excited or upset, 63.428% of the respondents

agree or strongly agree, while 16% disagree or strongly disagree. Overall, the results

suggest that the respondents have a relatively strong sense of initiative, although there

is room for improvement in some areas, such as resisting doing something they

shouldn't do.

Dr. Edward Deci(1975), a professor of psychology at the University of

Rochester, has conducted extensive research on the topic of motivation and initiative.

His research has focused on the concept of self-determination, which refers to the

degree to which individuals feel that they are in control of their own lives and actions.

According to Dr. Deci's research, individuals who feel a sense of autonomy and self-

determination are more likely to take initiative and pursue their goals. He has also

found that extrinsic rewards, such as money or praise, can actually undermine

individuals' intrinsic motivation and autonomy, leading to a decrease in initiative. Dr.

Deci's work has had a significant impact on the field of motivation and has helped to

shape our understanding of how individuals can be encouraged to take initiative and
pursue their goals. His seminal work on the topic, "Intrinsic Motivation," has since

been widely cited and applied in a variety of fields.

Table 7.Initiative
Initiati Stron % Disag % Neut % Agr % Stron %
ve gly ree ral ee gly
Disag Agree
ree
I work 10 5.7 12 6.85 34 19.4 87 49.7 32 18.2
well 14 7 28 14 85
with a
group
or
team.

I can 10 5.7 13 7.42 60 34.2 75 42.8 17 9.71

resist 14 8 85 57 4
doing
someth
ing
when I
know I
should
n’t do
it.

I can 8 4.5 20 11.4 38 21.7 82 46.8 27 15.4

calm 71 28 14 57 28
myself
down
when
excited
or
upset.

Based on the results, only a small percentage of respondents strongly disagree

with the statement "I can discuss a problem with a friend without making it worse"

(6.857%). The percentage of those who disagree is also relatively low (10.285%)

(Table 8). On the other hand, the majority of respondents are in the agree and
strongly agree categories (71% and 28% respectively). This indicates that the

respondents have a relatively high level of self-discipline when it comes to problem-

solving and communication with friends.

In terms of the statement "I am comfortable interacting with people from

different racial or ethnic backgrounds," the majority of respondents fall into the agree

and strongly agree categories (78% and 34% respectively). This indicates that the

respondents are generally open-minded and accepting of diversity, which is a positive

trait in today's multicultural society. However, it should be noted that a non-negligible

percentage of respondents fall into the disagree and strongly disagree categories

(3.428% and 10.285% respectively). This suggests that there may be a need for

further efforts to promote diversity and inclusivity in the school community.

Dr. Roy Baumeister(1998), a professor of psychology at Florida State

University, has conducted extensive research on the topic of self-discipline and its

relationship to success and well-being. His research has shown that individuals who

exhibit higher levels of self-discipline are more likely to achieve their goals,

experience greater job satisfaction, and have better physical and mental health. Dr.

Baumeister has also found that self-discipline is a finite resource that can become

depleted over time, making it more difficult for individuals to exercise self-control.

His work has had a significant impact on our understanding of how self-discipline

works and how it can be developed and maintained over time. Dr. Baumeister's

seminal work on the topic, "Self-Regulation and Ego Depletion: The Strength Model

of Control," has since been widely cited and applied in a variety of fields, including

education, business, and personal development.

Table 8. Self-Discipline
 Self- Stron % Disag % Neut % Agr % Stron %
Discipli gly ree ral ee gly
ne Disag Agree
ree
I can 12 6.8 18 10.2 46 26.2 71 40.5 28 16
discuss a 57 85 85 71
problem
with a
friend
without
making
it worse.

I am 6 3.4 18 10.2 39 22.2 78 44.5 34 19.4

comforta 28 85 85 71 28
ble
interacti
ng with
people
from
different
racial or
ethnic
backgro
und.

In the survey, students were asked about their Positive Mindset. The results

show that (43.714%) (Table 9) strongly agree or agree that setbacks don't discourage

them while (49.856%) disagree or strongly disagree. Meanwhile, when it comes to not

giving up, (70.285%) of students agree or strongly agree, while (14.285%) disagree or

strongly disagree. In terms of communication, (69.714%) of students agree or strongly

agree that it's easy for them to communicate their thoughts and ideas, while

(16.571%) disagree or strongly disagree. These results suggest that a significant

number of students have a positive mindset, with most students believing in their

ability to persevere and communicate their ideas effectively. However, there is still a

substantial minority who struggle with setbacks and communication, indicating that
there may be opportunities for schools to provide support and resources to help these

students develop a more positive mindset.

Dr. Martin Seligman(1990), a professor of psychology at the University of

Pennsylvania, is one of the leading researchers in the field of positive psychology and

has conducted extensive research on the topic of positive mindset. According to Dr.

Seligman's research, individuals who cultivate a positive mindset through techniques

such as gratitude exercises and positive self-talk are better able to cope with stress,

experience greater well-being, and perform better in a variety of tasks. He has also

developed a theory of positive psychology that emphasizes the importance of

cultivating positive emotions, engagement, positive relationships, meaning, and

accomplishment in order to live a fulfilling life. Dr. Seligman's seminal work on the

topic, "Learned Optimism," has since become a widely cited and influential work in

the field of positive psychology.

Table 9. Positive Mindset

Positive Stron % Disag % Neut % Agr % Stron %
Mindset gly ree ral ee gly
Disag Agree
ree
Setbacks 9 5.1 30 17.1 56 32 60 34.2 20 11.4
don’t 42 42 85 28
discoura
ge me.

I don’t 14 8 11 6.28 27 15.4 57 32.5 66 37.7

give up. 5 28 71 14

It’s easy 10 5.7 19 10.8 56 32 61 34.8 29 16.5

for me to 14 57 57 71
communi
cate my
thoughts
and
ideas.
Table. Overall Mean, Median, Mode and Standard Deviation

Mean Median Mode Standard

Deviation

In terms of goal setting, the survey results indicate that a majority of

respondents agree or strongly agree with statements related to diligence, asking for

help, and having a clear sense of self. Specifically, (14.3%) strongly agree and

(38.3%) agree that they are diligent. Meanwhile, (Table 10) (38.3%) agree and

(18.3%) strongly agree that they are comfortable asking someone for help.

Additionally, (34.3%) agree and (21.7%) strongly agree that they have a clear sense of

self. On the other hand, the data also shows that a notable percentage of respondents

either disagree or strongly disagree with these statements. For instance, (15.7%)

strongly disagree and (9.7%) disagree that they are diligent. Similarly, (17.1%)

strongly disagree and (9.1%) disagree that they are comfortable asking someone for

help. Lastly, (12.6%) strongly disagree and (5.1%) disagree that they have a clear

sense of self. Overall, the findings suggest that while a significant portion of

respondents possess characteristics related to effective goal setting, there are still

areas for improvement that may require more attention and support.

Dr. Edwin A. Locke(1968), a professor of psychology at the University of

Maryland, is one of the leading researchers in the field of goal setting and motivation.

He has conducted extensive research on the topic, and his work has shown that

individuals who set specific, challenging goals are more likely to achieve them than
those who do not set goals or set vague goals. Dr. Locke's research has also

demonstrated the importance of feedback and self-efficacy in the goal-setting process,

and he has developed a theory of goal-setting that emphasizes the importance of

setting clear, measurable goals that are aligned with an individual's values and beliefs.

Dr. Locke's seminal work on the topic, "Toward a Theory of Task Motivation and

Incentives," has since been widely cited and applied in a variety of fields, including

business, education, and personal development.

Table 10. Goal Setting

Goal Stron % Disag % Neut % Agr % Stron %
Setting gly ree ral ee gly
Disag Agree
ree
I am 10 5.7 17 9.71 56 32 67 38.2 25 14.2
diligent. 14 4 85 85

I am 15 8.5 16 9.14 45 25.7 67 38.2 32 18.2

comfort 71 2 14 85 85
able
asking
someon
e for
help.

I have a 9 5.1 22 12.5 46 26.2 60 34.2 38 21.7

clear 42 71 85 85 14
sense of
myself.

The data collected from a sample of n=175 students indicated that students

reported experiencing various physical disturbances to varying degrees. Specifically,

for the statement "Depressed Mood," 34 students (19.428%) disagreed or strongly

disagreed, while 106 students (60.571%) (Table 11) agreed or strongly agreed.

Among these responses, 95 students (54.285%) reported feeling neutral, while 23

students (13.142%) disagreed, and 11 students (6.285%) strongly disagreed. For

"Change in Sleeping Patterns (too much little disturbances)," 42 students (24%)

disagreed or strongly disagreed, while 32 students (18.285%) agreed or strongly

agreed. The remaining 101 students (57.714%) reported feeling neutral. Among those

who agreed or strongly agreed, 24 students (13.714%) reported such changes, while 8

students (4.571%) strongly agreed. For "Change in weight or appetite," 46 students

(26.285%) disagreed or strongly disagreed, while 39 students (22.285%) agreed or

strongly agreed. Among these responses, 90 students (51.428%) reported feeling

neutral. Among those who agreed or strongly agreed, 14 students (8%) reported such

changes. For "Speaking or moving with unusual speed," 46 students (26.285%)

disagreed or strongly disagreed, while 33 students (18.857%) agreed or strongly

agreed. Among these responses, 99 students (56.571%) reported feeling neutral.

Among those who agreed or strongly agreed, 12 students (6.857%) reported such

changes. These findings suggest that a considerable proportion of students in the

sample experienced physical disturbances, particularly in relation to depressed mood

and changes in sleeping patterns, weight or appetite, and speaking or moving with

unusual speed.

Dr. Ellen Langer(1989), a professor of psychology at Harvard University,

has conducted extensive research on the topic of physical disturbances and their

impact on individuals' health and well-being. Her work has shown that individuals

who are able to maintain a positive attitude and a sense of control over their physical

condition are more likely to experience better health outcomes and a higher quality of

life. Dr. Langer has also found that mindfulness practices, such as meditation and

yoga, can be effective in reducing the negative effects of physical disturbances by

helping individuals to cultivate a more present-moment focus and acceptance of their

condition. Dr. Langer's seminal work on the topic, "Mindfulness," has since been
widely cited and applied in a variety of fields, including medicine, psychology, and

alternative medicine.

Table 11. Physical Disturbances

Physical Stron % Disag % Neut % Agr % Stron %
Disturba gly ree ral ee gly
nces Disag Agree
ree
Depresse 11 6.2 23 13.1 95 54.2 27 15.4 19 10.8
d Mood 85 42 85 28 57

Change 13 7.4 34 19.4 96 54.8 24 13.7 8 4.57

in 28 28 57 14 1
Sleeping
Patterns(t
oo much
little
disturban
ces)

Change 12 6.8 34 19.4 90 51.4 25 14.2 14 8

in weight 57 28 28 85
or
appetite.

Speaking 9 5.1 34 19.4 99 56.5 21 12 12 6.85

or 42 28 71 7
moving
with
unusual
speed.

This study examines social withdrawal among individuals experiencing

depressive symptoms. The results show that for the item "loss of interest and pleasure

in usual activities," a majority of respondents (54.857%) (Table 12) reported feeling

neutral, followed by 18.285% who reported feeling disagree, and 5.714% who

strongly disagreed. On the other hand, 14.285% agreed, while only 6.857% strongly

agreed. For the item "withdrawal from family and friends," the highest percentage of

respondents (45.714%) reported feeling neutral, followed by 16.571% who reported

feeling both disagree and agree. Only 4.571% strongly disagreed, while 16.571%

strongly agreed. These findings suggest that social withdrawal may manifest

differently among individuals with depressive symptoms, with a larger percentage of

respondents feeling neutral or in-between for loss of interest and pleasure in usual

activities, but more polarized responses for withdrawal from family and friends.

Dr. Shyam Bhat, a psychiatrist and the founder of the MindFit clinic in India,

has conducted research on the topic of social withdrawal and its potential causes and

consequences. His work has shown that social withdrawal can be a symptom of

underlying mental health issues such as depression, anxiety, and post-traumatic stress

disorder (PTSD). Additionally, Dr. Bhat's research has found that excessive use of

social media and technology can contribute to social withdrawal by reducing face-to-

face social interactions and increasing feelings of loneliness and isolation. He has

emphasized the importance of identifying and addressing the root causes of social

withdrawal, such as mental health concerns, and developing strategies to improve

social connections and engagement. Dr. Bhat's work has been published in various

peer-reviewed journals, including the Journal of Affective Disorders and the Indian

Journal of Psychiatry.

Table 12. Social Withdrawal

Social Stron % Disag % Neut % Agr % Stron %
Withdra gly ree ral ee gly
wal Disag Agree
ree
Loss of 10 5.7 32 18.2 96 54.8 25 14.2 12 6.85
interest 14 85 57 85 7
and
pleasure
in usual
activities
.
Withdra 8 4.5 29 16.5 80 45.7 29 16.5 29 16.5
wal from 71 71 14 71 71
family
and
friends.

Table. Overall Mean, Median, Mode and Standard Deviation

Mean Median Mode Standard

Deviation

The data collected from n=175 participants indicated that participants

reported varying degrees of personal changes across different domains. For the

statement "Fatigue or loss of energy," 50 participants (28.571%) (Table 13) disagreed

or strongly disagreed, while 125 participants (71.428%) agreed or strongly agreed.

Specifically, 35 participants (20%) agreed, and 15 participants (8.571%) strongly

agreed, while 13 participants (7.428%) disagreed, and 22 participants (12.571%)

strongly disagreed. For the statement "Diminished ability to think or concentrate,

slowed thinking, or indecisiveness," 35 participants (20%) disagreed or strongly

disagreed, while 140 participants (80%) agreed or strongly agreed. Specifically, 41

participants (23.428%) agreed, and 11 participants (6.285%) strongly agreed, while 8

participants (4.571%) disagreed, and 27 participants (15.428%) strongly disagreed.

For the statement "Feelings of worthlessness, self-reproach, or guilt," 38 participants

(21.714%) disagreed or strongly disagreed, while 137 participants (78.285%) agreed

or strongly agreed. Specifically, 27 participants (15.428%) agreed, and 16 participants

(9.142%) strongly agreed, while 10 participants (5.714%) disagreed, and 28

participants (16%) strongly disagreed. For the statement "Extreme anxiety, agitation,

irritability, or risky behavior," 33 participants (18.857%) disagreed or strongly

disagreed, while 142 participants (81.142%) agreed or strongly agreed. Specifically,

23 participants (13.142%) agreed, and 33 participants (18.857%) strongly agreed,

while 13 participants (7.428%) disagreed, and 20 participants (11.428%) strongly

disagreed. Finally, for the statement "Racing thoughts, excessive energy, reduced

need for sleep," 35 participants (20%) disagreed or strongly disagreed, while 140

participants (80%) agreed or strongly agreed. Specifically, 26 participants (14.857%)

agreed, and 9 participants (5.142%) strongly agreed, while 12 participants (6.857%)

disagreed, and 29 participants (16.571%) strongly disagreed. These findings suggest

that a majority of the participants reported personal changes that may be indicative of

mental health concerns across different domains.

Dr. Carol Dweck(1999), a professor of psychology at Stanford University, has

conducted extensive research on the topic of personal change and the role of mindset

in shaping individuals' ability to grow and adapt. Her work has shown that individuals

who have a growth mindset - that is, a belief that their abilities and qualities can be

developed through effort and persistence - are more likely to embrace personal change

and view challenges as opportunities for growth. In contrast, individuals with a fixed

mindset - a belief that their qualities are innate and unchangeable - are more likely to

resist personal change and view challenges as threats to their self-image. Dr. Dweck's

seminal work on mindset, "Self-Theories: Their Role in Motivation, Personality, and

Development," has since been widely cited and applied in a variety of fields,

including education, business, and personal development.

Table 13. Personal Changes
Personal Stron % Disag % Neut % Agr % Stron %
Changes gly ree ral ee gly
Disag Agree
ree
Fatigue or 13 7.4 22 12.5 90 51.4 35 20 15 8.57
loss of 28 71 28 1
energy.

Diminishe 8 4.5 27 15.4 88 50.2 41 23.4 11 6.28

d ability 71 28 85 28 5
to think or
concentrat
e , slowed
thinking
or
indecisive
ness.

Feelings 10 5.7 28 16 94 53.7 27 15.4 16 9.14

of 14 14 28 2
worthless
ness, self-
reproach,
or guilt.

Extreme 13 7.4 20 11.4 86 49.1 33 18.8 23 13.1

anxiety, 28 28 42 57 42
agitation,
irritability
or risky
behavior.

Racing 12 6.8 29 16.5 99 56.5 26 14.8 9 5.14

thoughts, 57 71 71 57 2
excessive
energy,
reduced
need for
sleep.

The data collected from a sample of n=175 students indicated that students

held varying degrees of negative feelings related to this issue. For the item "Neglect

for physical health," 50 students (28.571%) (Table 14) agreed or strongly agreed,

while 32 students (18.285%) disagreed or strongly disagreed. Specifically, 5 students

(2.857%) strongly disagreed, and 18 students (10.285%) disagreed, while 93 students

(53.142%) were neutral. For the item "Feelings of hopelessness," 46 students

(26.286%) agreed or strongly agreed, while 41 students (23.428%) disagreed or

strongly disagreed. Specifically, 13 students (7.428%) strongly disagreed, and 18

students (10.285%) disagreed, while 87 students (49.714%) were neutral. For the item

"Thoughts about never being born," 67 students (38.286%) agreed or strongly agreed,

while 67 students (38.286%) disagreed or strongly disagreed. Specifically, 9 students

(5.142%) strongly disagreed, and 27 students (15.428%) disagreed, while 69 students

(39.428%) were neutral. For the item "Thoughts about would it be better if I was not

alive," 63 students (36%) agreed or strongly agreed, while 53 students (30.286%)

disagreed or strongly disagreed. Specifically, 12 students (6.857%) strongly

disagreed, and 24 students (13.714%) disagreed, while 76 students (43.428%) were

neutral. These findings suggest that a significant proportion of students in the sample

exhibit negative feelings associated with persistent sadness or low mood, which

warrants attention and support from mental health professionals and educators.

Dr. Aaron Beck(1976), a psychiatrist and the founder of cognitive therapy,

has conducted extensive research on the topic of depression and its treatment. His

work has shown that individuals with depression often have negative and distorted

thoughts about themselves, their experiences, and the future, which can perpetuate

their low mood and prevent them from engaging in enjoyable activities. Dr. Beck

developed cognitive therapy, a form of psychotherapy aimed at identifying and

modifying these negative thought patterns, which has been shown to be effective in

reducing symptoms of depression and improving individuals' quality of life. His

seminal work on the topic, "Cognitive Therapy and the Emotional Disorders," has
since been widely cited and applied in the treatment of depression and other mental

health conditions.

Table 14. Persistent Sadness or Low Mood

Persisten Stron % Disag % Neut % Agr % Stron %
t gly ree ral ee gly
Sadness Disag Agree
or Low ree
Mood
Neglect 5 2.8 27 15.4 93 53.1 32 18.2 18 10.2
for 57 28 42 85 85
physical
health.

Feelings 13 7.4 29 16.5 87 49.7 28 16 18 10.2

of 28 71 14 85
hopeless
ness.

Thoughts 9 5.1 30 17.1 69 39.4 40 22.8 27 15.4

about 42 42 28 57 28
never
being
born.

Thoughts 12 6.8 24 13.7 76 43.4 29 16.5 34 19.4

about 57 14 28 71 28
would it
be better
if I was
not alive.

Table 15. Overall Mean, Median, Mode and Standard Deviation

Mean Median Mode Standard

Deviation
 CHAPTER 5

SUMMARY, CONCLUSION AND

RECOMMENDATION

SUMMARY

This study was conducted to determine the relationship between suicidal

ideation and the level of motivation of students. The research was conducted at

Molopolo National High School (MNHS) located at Molopolo, Kiblawan, Davao

del Sur. The respondents of this study was the 175 senior high school students of

MNHS, 79 Male and 96 Female around age of 15 to 20 and above. They were

selected using Simple Random Sampling. The statistical tools used to accomplish

this study was the mean and the Pearson’s Correlation Coefficient. Data were

gathered by using adapted questionnaire from Mental Health Inc. by The

American Foundation of Suicide Prevention and the American College Health

Association. The findings of the study were as follows:

1. Based on the tables one to ten (1–10), the student's level of motivation is

moderate based on the overall mean of 88.9125.

2. The suicidal tendency of students, as shown in the tables 11 to 14, is on Agree

level which means they have high suicidal tendencies. The mean of the said level

is 72.880952.

3. There is a strong relationship between the level of motivation of students and

their suicidal tendencies based on their correlation coefficient of 0.214615524.

This finding indicates that the suicidal tendencies of students depend on their

level of motivation.

CONCLUSION

Based on the findings the following conclusions were drawn:

1. The level of motivation of students is neutral. Which means that their level of

motivation is not strong and not weak.

2. The suicidal tendency of students is high.

3. There is a strong relationship between the students' level of motivation and

their suicidal tendencies.

RECOMMENDATION

In accordance with the findings and conclusion the researchers recommend

the following:

1. The school administrators of MNHS can promote mental well-being to students

by conducting programs that teach students handle their emotions.

2. The school administrators of MNHS may conduct programs for students that

offer knowledge about different mental issues.

3. The school and the students will be more sympathic to others as well, they will

also be knowledgeable of how mental health works and why does it matter.
4. School administrators may also create a group or a club that will fight against

depression among students, help them feel seen, and give them a hand for them

not to feel alone in this fight against their selves.

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APPENDICES