ACADEMIC MOTIVATION, GOOD STUDY STRATEGY, AND STUDY EFFORT OF

SELECTED COLLEGE STUDENTS

An Undergraduate Thesis Proposal

Presented to
the Faculty of the Department of Psychology
College of Arts and Sciences
San Beda University

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Psychology

by

Coleen Mae I. Carpio

2023

Mari Ernestine N. Okol

2023

Rafael Estacio Orense

2023

Julien Mae C. Serrano

2023

Marco Louis Tayag

2023
James Andrei T. Villanueva
2023
 CHAPTER 2
LITERATURE REVIEW

In this chapter, the researchers provide an overview of the literature about a student’s

academic motivation, good study strategy, and study effort that gives a further study of the
Investigate the correlation/relationship
mechanisms behind a student's motivation. The researchers have also presented a synthesis that

includes the gaps and limitations in the existing literature related to the study.

Academic Motivation

Academic motivation serves as a fundamental psychological concept that propels

students toward active participation in academic endeavors; this encompasses a range of factors,

including both intrinsic and extrinsic elements, which collectively impact a student's eagerness,
Academic Motivation can be
intrinsic or extrinsic.
determination, and involvement in the educational process (Deci & Ryan, 2000). Intrinsic

motivation is marked by an internal inclination to learn, driven by factors such as personal

curiosity and the satisfaction of achieving goals (Samsudeen & Mohamed, 2019). Extrinsic

motivation, on the other hand, arises from external incentives like grades or rewards (Deci &

Ryan, 2000).
Academic Motivation can be intrinsic or extrinsic. — explained by SDT connector
The Self-Determination Theory (SDT) of Deci and Ryan (2000) emphasizes the role of

three fundamental psychological needs in academic motivation: autonomy, competence, and

relatedness. Autonomy involves the sense of having control over one's actions and choices

within the learning process (Deci & Ryan, 2017). Competence pertains to the feeling of being

capable and effective in handling academic tasks (Evelein et al., 2008). Relatedness emphasizes

the importance of meaningful connections and relationships with peers and teachers (Reeve &

Assor, 2010). When these fundamental requirements are met, there is an increased likelihood that

students will encounter self-driven motivation, as described by Deci and Ryan (2000).
 Motivation and Academic Performance. Numerous studies have been done to show it is

important to emphasize that fulfilling these needs isn't solely crucial for excelling academically;

it also contributes significantly to the cultivation of a favorable learning atmosphere (Grolnick &

Ryan, 1989; Williams & Deci, 1996). When students perceive that they are supported,

competent, and possess the autonomy to make decisions in their educational journey, they

become more inclined to be active, motivated, and successful learners (Grolnick & Ryan, 1989).

Educators and educational institutions have a pivotal role to play in shaping such environments

that nurture these essential psychological needs, ultimately enhancing the overall well-being and

academic accomplishments of students (Lin et al., 2003).

Intrinsic motivation is a potent catalyst for academic engagement and achievement; when

students possess intrinsic motivation, they are genuinely passionate about learning and have a

natural interest in the subject matter (Lin et al., 2003; Kusurkar et al., 2012). This kind of

motivation typically results in the utilization of deep learning strategies, where students are more

inclined to thoroughly explore topics, strive for deeper comprehension, and persist even when

encountering challenges (Kusurkar et al., 2012). For example, a student intrinsically motivated

by the intrinsic delight of mastering a specific subject may willingly dedicate extra time to

independent research, engage in critical thinking, and actively participate in discussions, all of

which enrich their learning journey.

In contrast, extrinsic motivation primarily hinges on external rewards or pressures as it is

the process of learning is sparked by the urge to fulfill the commitments made and an

overwhelming feeling of guilt (Berestova et al., 2022). In fact, a recent meta-analysis of 128

studies from over three decades found that all contingent physical incentives, including monetary

ones, significantly weaken intrinsic motivation (Deci, Koestner, & Ryan, 1999). Grades, for
instance, serve as a common extrinsic motivator in educational settings, as students often aim to

earn high marks. While extrinsic motivators can effectively drive specific behaviors, such as

completing assignments to achieve a favorable grade, they may not necessarily foster enduring

and self-sustained engagement with the subject matter (Lin et al., 2003). This dichotomy

between intrinsic and extrinsic motivation emphasizes the complexity of the academic journey,

where students may struggle to strike a balance between the desire to learn for the sake of

learning itself and the external incentives that prompt specific actions instead of intrinsic

satisfaction (Csikszentmihalyi, 1975 as cited in Deci & Ryan, 2000).

Self-Regulated Learning (SRL). Self-regulated learning (SRL) is a critical component of

academic motivation (Winne & Perry, 2000; Zimmerman, 2008). It involves students taking an

active role in their learning process. SRL comprises three key stages:

The Forethought Stage, wherein learners set clear learning goals, assess their

motivation and confidence, and plan their approach to learning. For example, a student

may set a goal to master a particular topic and plan to study for a specific number of

hours.

The Performance Stage, wherein students actively engage in learning tasks,

employ various strategies, and monitor their progress–they may use study techniques,

participate in class discussions, and adapt their strategies based on their understanding of

the material (Brenner, 2022).

The Self-Reflection Stage, wherein following the completion of a learning task,

students engage in self-assessment, appraise their advancement, and adapt to subsequent

learning. This stage promotes metacognition, a crucial element for enhancing learning

results (Zimmerman, 2008 as cited in Brenner, 2022).

 Utilizing the Self-regulated learning theory, in the study of Brenner (2022), findings show

a significance (r=0.93, p=0.001) between teachers’ judgments of competence and their

"leadership behavior" (autonomy-supporting behaviors with structure). As a result, it is shown

that teachers who perceive their competency, also perceive autonomy when there is a good

strategy present.

Motivation and Academic Performance. Research findings consistently affirm a strong

positive connection between academic motivation and student performance (Kusurkar et al.,

2012). Intrinsic motivation, especially, stands out as a strong indicator of academic achievement,

as students driven by intrinsic motivation consistently attain higher levels of success (Lin et al.,

2003; Kusurkar et al., 2012). When a learner becomes intrinsically motivated, learners

experience a mastery motivation that frequently utilizes deep learning approaches, including

critical thinking and problem-solving, resulting in a more profound and comprehensive grasp of

the subject matter (Harter, 1981). These students possess an inherent curiosity and enthusiasm

for learning, motivating them to thoroughly investigate topics and persevere through demanding

academic assignments (Lin et al., 2003).

Educators play a pivotal role in shaping students' academic motivation and, consequently,

their performance (Deci & Ryan, 2000). Teachers who provide support for students' autonomy

and competence can significantly enhance their motivation levels (Brenner, 2022). When

students feel they have the autonomy to make choices and decisions related to their learning, and

when they perceive themselves as competent in handling academic challenges, their motivation

is further bolstered (Ryan et al., 1996).

Influence of Aspirations and Goals. Students' aspirations and life goals also significantly

shape their academic motivation (Ryan et al., 1996). According to an argument by Ryan,
Sheldon, Kasser, & Deci, 1996, these aspirations can be classified into intrinsic and extrinsic

categories. Intrinsic life goals, such as personal development and self-improvement, are

associated with higher levels of intrinsic motivation–these goals often involve a genuine desire to

learn and grow, which can sustain motivation over the long term (Deci & Ryan, 2008).

Conversely, extrinsic life goals, such as wealth and fame, may lead to extrinsic motivation, while

external rewards or recognition can prompt certain behaviors, they may not be as effective in

fostering a genuine love for learning (Lin et al., 2003). The challenge for educators is to cultivate

intrinsic motivations, even in the presence of external rewards like grades (Brenner, 2022).

Good Study Strategy

A Good Study Strategy is a configuration of study tactics used together in a purposeful

way to accomplish a particular learning task (Wade et al., 1990). These competencies include

cognitive information-processing strategies, such as techniques for organizing and elaborating on

incoming information to make it more meaningful and effective; active study strategies, such as
Insert other sources
systems for note-taking and test preparations; as well as support strategies, such as techniques for

organizing study time, coping with performance anxiety, and directing attention to all learning

tasks at hand (Kusurkar et al., 2012).

Academic performance largely depends on effective study techniques, including efficient

note-taking, time management, and active memory techniques (Gbollie & Keamu, 2017). The

most effective study materials must be selected based on the student's preferred learning

style–study materials, such as flashcards, note-taking, and concept map templates, are

educational tools that aid students in further synthesizing and organizing content (Dobson &

Linderholm, 2014). Learning effective note-taking techniques, which involve understanding how
to glean vital information from a lecture or textbook reading, can be very helpful in the study

process and serve as the basis for using effective study techniques–making a to-do list enables

efficient planning and scheduling for project management and prioritizing study tasks (Griffin et

al., 2019).

Students need to understand the information, internalize it, and give it meaning in the

early years of school in order to effectively integrate it through all of their senses, properly

encrypt it, and store it so that it can be recovered in the near future when it is needed (Ausubel,

1968). Teaching learning strategies is crucial and should take into account various cognitive

styles, abilities, and skills (Brenner, 2022).

Study Effort

Study effort is generally thought of as the time and effort that people put into their study

work (Corno, 1986). It is also a term that is used to describe an assessment of a person's ability to

maintain their behavior under pressure (Nicholls, 1978). Additionally, Corno (1986) states that

those who put in a lot of study effort are more likely to work accurately and persevere through

challenging assignments, which is shown in their attitude of "I do my best when it comes to".

A student's level of study effort changes over time (Fredricks et al., 2004). According to

Ersoy (2023), many factors affect why study effort changes over time such as external factors

such as outside factors that influence the beliefs of a student since a student’s perspective is

malleable, and with subtle manipulation, there could be changes in their beliefs. A student’s

internal factors such as their confidence and self-worth being more important than their external

factor can make strong changes to their effort (Ersoy, 2023).

Despite many different forms of effort that have occasionally been defined (based on

specific environments and task contexts), however, it was found that straightforward, "general"
meanings of the word can be used inter-contextually, as long as it is in a field where work is done

(Massin, 2017). The following is how Massin (2017) defined the term "effort": "Efforts are not

feelings; they are actions; they can succeed or fail; they are always made against some

resistance; they are always made to achieve some goal; the intensity of efforts is not a function of

their success or failure". Additionally, Massin (2017) describes effort not as an embodiment of a

feeling, but as a motivator to attain a goal; a perception of the task at hand; it is something that is

not defined by performance but creates it.

Perception of effort, also known as perceived exertion or sense of effort, can be described

as a cognitive feeling of work associated with voluntary actions. Daniel Kahneman produced the

famous book Attention and Effort (1973), asserting that the terms "effort" and "attention" were

essentially interchangeable. This concept was later explicitly defined in the Motivational

Intensity Theory by Brehm and Self (1989) which proposed that an individual's level of effort for

a particular activity depends on what is referred to as their potential motivation. Effort has been

explored in other research as having innate worth (Massin, 2017). According to a more balanced

viewpoint, an effort may be expensive or valuable depending on the individual and contextual

circumstances (Inzlicht et al., 2018).

Influence of a Good Study Strategy and Study Effort on Academic Motivation

Incorporating affective-motivational strategies in addition to traditional study techniques

for effective learning is highly important (Isik et al., 2018). The misconception is that solely

focusing on traditional methods such as summarizing, making diagrams, underlining, reciting,

and taking exams is the primary path to learning for students, however, traditional teaching

methods neglect the important role of student motivation in the learning process and personal

growth (Riveiro, 2014). Affective-motivational strategies emphasize the direct link between
motivation and a student's learning journey, asserting that motivation is a vital component of

effective learning strategies (Garcia & Pintrich, 1994).

Effective study techniques are designed to optimize learning acquisition, retention, and

application, and should be customized to align with an individual's learning preferences and the

subject matter they are studying. It also highlights that students are more motivated when they

see positive results from their efforts (García & Pintrich, 1994). Additionally, it mentions that

various studies have examined the connection between a student's learning style and their

academic performance in college (Isik et al., 2018). Academic achievement at universities has a

positive relationship with learning preferences (Moeinikia & Zahed-Babelan, 2010; Williams,

Brown, & Etherington, 2013).

The concept of study effort encompasses the time, dedication, and commitment a student

puts into their academic activities like reading, studying, completing assignments, and preparing

for tests (Steinmayr et al., 2019). Motivated students are more inclined to invest significant time

and effort in their studies due to their strong desire for academic success (Williams et al., 2013).

Additionally, academic motivation can influence a student's approach to learning and their

overall commitment to academic pursuits (Steinmayr et al., 2019).

Synthesis

Academic motivation describes a student’s motivation to learn that is driven by internal

and external factors (Deci & Ryan, 2000). A meta-analysis of 128 studies from over three

decades found that all extrinsic motivators such as contingent physical incentives, significantly

weaken intrinsic motivation (Deci, Koestner, & Ryan, 1999). However, the theories of

Self-Regulated Learning Theory (forethought, performance, self-reflection) and

Self-Determination Theory (Autonomy, Competence, Relatedness) explain that the academic

Define AM
D
SDT
motivation of a student is not only explained by how a student will work due to fear of failure,

competitiveness, or recognition, (extrinsic factors), but also through the drive to seek more

knowledge, learn new skills, and gain personal development (intrinsic) (Samsudeen &

Mohamed, 2019).

A Good Study Strategy is a configuration of study tactics used together in a purposeful

way to accomplish a particular learning task (Wade et al., 1990). Academic performance largely

depends on effective study techniques, including efficient note-taking, time management, and

active memory techniques (Gbollie & Keamu, 2017). When students are motivated, they are

more likely to use deep learning techniques, examine subjects in more depth, strive for deeper

understanding, and persevere even in the face of difficulties (Kursukar, 2012).

Study effort is defined as the amount of time, effort, and commitment a student invests in

their academic pursuits, such as reading, studying, finishing projects, and cramming for exams

(Steinmayr et al., 2019). Due to their great desire for academic achievement, motivated students

are more likely to devote a large amount of time and effort to their studies (Williams et al.,

2013).

The literature from the three variables of the literature shows that in the academic setting,

extrinsic and intrinsic factors work together in motivating a level of effort from a student and

eventually allow them to choose their own learning strategy.

The main gaps found in the literature were the lack of data that describes how college

students integrate their learning strategy and efforts into academic success and their

inconsistencies due to outdated studies. Most researchers integrate the ideas of ‘manipulation of

student effort’ literature and the ‘transformation of effort to achievement’ literature into their

studies, however, it is less frequently described how the mechanisms of effort integrate into the
It was observed that most of the studies were conducted among
high students (IN TEXT), little is known about college students.
Therefore this study will attempt to…
mechanisms of motivation in the academic setting. Other studies also describe the intrinsic and

extrinsic motivations of a student as separate concepts on which variable influences academic

motivations stronger rather than as an integrated concept.

As students’ level of study effort changes over time external factors influence the beliefs

of a student since a student’s perspective is malleable and influenced by subtle manipulation

(Ersoy, 2023). Therefore, as suggested by Brenner (2020), we must continue to seek answers to

the mechanisms behind a student’s learning as it frequently goes according to the pace of

contemporary times that can influence different strategies of learning and in return, assign a

different set of efforts according to context. With this in mind, this study has the objective to
correlation/relationship
identify the mechanisms behind the academic motivation that is linked to good study strategy

and study effort by determining the mechanisms behind a college student’s academic motivation

in the Philippine context, providing a more updated perspective on academic motivation based

on the environment of a college student, and provide a study integrating intrinsic and extrinsic

factors behind a student’s motivation.

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