THE RELATIONSHIP BETWEEN ACADEMIC WORKLOADS AND

MOTIVATION LEVELS AMONG

FIRST YEAR STUDENTS
Apostol, D., Calizar, J., Hernandez, D., Motus, RM., Recinto, H., & Tolentino, M.

A Thesis Presented to the Faculty of Psychology

STI COLLEGE BALAGTAS

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Psychology

January 2024
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

The quality of student learning has been proven to be impacted by the perception of

an excessive or unmanageable workload. According to McInnis et al. (1995), a study conducted

at the University of Melbourne showed that 40% of first-year undergraduate students questioned

whether the amount of work they had to do made it difficult to understand the subject matter.

Learning is hampered, as stated by Marsh and Roche (2000), if students believe that a course's

load is too demanding and does not correspond to their skills or past knowledge, or if the speed

is too quick and makes it difficult for them to retain the information. On the other hand, they

claim that students may become uninterested and neglected learning if they believe the workload

appears excessively simple.

One problem is the relationship between how much workloads to students have to do

and how motivated they are to do it. This can lead to a lot of stress, poor academic success, and

more students dropping out if it is not managed well. The change from high school to college

has been named as one of the main things that makes first-year college students anxious (Lowe

and Cook, 2003). For example, new students often overestimate how much work they will have

to do in the classes they take. They also have wrong ideas about class size, staff availability, and

tasks that don't match up with reality (Lowe and Cook, 2003). According to Murtagh (2010), the

biggest challenge for students may be making the switch from school, where they have been

closely monitored and taught, to college, where they are in charge of their own learning.

According to Ibatova (2021), teachers' ability to effectively use learning and keep students engaged

is affected by the amount of workload they have to do. Academic workload is an important part of

learning because it affects how well students are doing, how mentally capable they are, and how

well they are being taught. Then, Hawthorne (2021) stated that kids who are motivated are much

more likely to reach their goals and be successful. Students' motivation is a key factor in how

involved they are in learning tasks, which is directly linked to how well they do in school (Marks,

2000). When there is too much work to do, it can make people less motivated, apathetic, and
interested in learning activities. For instance, a study conducted by Chen and Li (2019) found that

students who were highly motivated were better able to handle their work and felt less stressed and

anxious, are driven by expectations from outside sources instead of the person's own internal needs

(Ryan and Deci, 2020).

The purpose of this research is to better understand the academic motivation of

student to academic workload among first year students. It is essential to find a relationship

between academic workloads and students’ motivation levels to ensure optimal learning

outcomes.

REVIEW OF RELATED LITERATURE

This section presents the related studies and reviews the literature with variables in

studying at night and academic performances. The sources of information come from websites,

articles, and journals.

FOREIGN LITERATURE

Academic Workload

According to Rahim, et. al. (2016), the literature on the relationship between

academic workload and stress level among biomedical science students in Kuala Lumpur offers

insights that can be applied to the proposed study on the relationship between academic

workloads and motivational levels. While the variables in both studies differ slightly—stress

level in the former and motivational level in the latter—the underlying theme of how academic

demands impact student well-being remains consistent. Rahim, et. Al (2016) found that

although there was a weak correlation between stress and academic workload variables such as

credit hours, study hours, and number of assignments, other factors beyond academic workload

significantly contributed to students' stress levels. This suggests that in examining the

relationship between academic workloads and motivational levels, it's essential to consider
various factors beyond coursework that may influence students' motivation and overall well-

being.

Yangdon, et. al. (2021) stated that the perceptions of well-being and academic

workload among science and technology students are crucial factors influencing student

satisfaction and overall college experience. Although the variables in this study differ slightly

from those in the proposed research—focusing on well-being perceptions rather than

motivational levels—the emphasis on the impact of academic workload on student satisfaction

aligns with the proposed study's focus on first year students' motivational levels. The findings

emphasize the importance of addressing issues related to academic workload to enhance student

well-being and overall college experience, suggesting potential relevance for the proposed

investigation into the relationship between academic workloads and motivational levels among

first-year students.

In their study, Barbayannis, et. al. (2022) found out that academic stress significantly

correlates with poor mental well-being among college students, a finding that resonates with the

proposed research on the relationship between academic workloads and motivational levels

among first-year students. While the literature focuses on academic stress and mental health

outcomes, it underscores the broader impact of academic demands on student well-being. The

study highlights how specific groups, such as non-binary individuals, may experience

heightened academic stress and poorer mental health, suggesting the importance of considering

diverse student experiences in addressing the relationship between academic workload and

motivational levels. Moreover, the study's exploration of the impact of the COVID-19 pandemic

on academic stress underscores the dynamic nature of stressors in the college environment,

which may also influence motivational levels among students.

 Smith (2019), in his study, stated that there is a significant relationship between

student workload, wellbeing, and academic attainment. While the literature primarily focuses on

workload, wellbeing, and academic attainment among university students, it highlights the

importance of considering workload as a factor that influences both student wellbeing and

academic success. This finding is relevant to the proposed research on the relationship between

academic workloads and motivational levels among first-year students, as it suggests that

workload may impact students' motivational levels and subsequently affect their academic

performance. By examining the interplay between academic workload, motivational levels, and

academic attainment, the proposed study can contribute to a deeper understanding of factors

influencing student success in higher education.

Motivational Level

According to Nugmanova, et. al. (2022), the relationship between motivation for

studying and academic adaptation levels of first-year students, particularly in the field of

engineering, sheds light on the potential connection between motivational levels and academic

adaptation. Although the literature focuses on academic adaptation rather than motivational

levels specifically, it suggests that students' internal motivation for education significantly

influences their ability to adapt to university conditions. This finding is relevant to the proposed

research on the relationship between academic workloads and motivational levels, as it implies

that students' motivational levels may impact their ability to adapt to academic demands. By

considering how motivational factors contribute to academic adaptation, the proposed study can

further explore the interplay between academic workloads and students' motivational levels in

the context of education.

Pascoe, et. al. (2019) concluded that academic-related stress in secondary and higher

education settings has significant negative impacts on students' academic achievement,

motivation, and mental health. While the literature focuses on stress as a primary factor rather

than specifically on academic workload and motivational levels, it underscores the broader

implications of stress on student well-being and academic success. This finding suggests

potential relevance to the proposed research on the relationship between academic workloads

and motivational levels. By considering the detrimental effects of stress on students' academic

performance and motivation, the proposed study can contribute to understanding how academic

workloads may contribute to stress levels and subsequently influence motivational levels among

students.

According to Mostafa & Lim (2020), their study examines the relationship between

motivations and resilience among international students attending U.S. universities, emphasizing

the importance of understanding students' intrinsic and extrinsic motivations in navigating

higher education challenges. While the literature focuses on motivations and resilience among

international students rather than specifically on academic workload and motivational levels, it

underscores the significance of motivational factors in students' ability to overcome obstacles in

the academic environment. This highlights the potential relevance of motivational levels to the

proposed research on the relationship between academic workloads and motivational levels,

suggesting that students' motivations may influence their resilience in handling academic

demands.

Chue & Nie (2016) concluded that international students exhibited higher levels of

self-determined motivation and utilized deep and surface learning approaches more extensively

compared to local students. The study emphasizes the importance of psychological factors, such

as perceived psychological needs support, in influencing motivation and learning approaches

among both international and local students. While the literature primarily focuses on

comparing motivation and learning approaches between international and local students rather
than specifically on academic workload and motivational levels, it underscores the significance

of motivational factors in students' learning experiences. This suggests potential relevance to the

proposed research on the relationship between academic workloads and motivational levels, as it

highlights the importance of understanding how motivational levels may differ among student

populations and influence their approaches to learning.

According to Mostafa & Lim (2020), their study examines the relationship between

motivations and resilience among international students attending U.S. universities, emphasizing

the importance of understanding students' intrinsic and extrinsic motivations in navigating

higher education challenges. While the literature focuses on motivations and resilience among

international students rather than specifically on academic workload and motivational levels, it

underscores the significance of motivational factors in students' ability to overcome obstacles in

the academic environment. This highlights the potential relevance of motivational levels to the

proposed research on the relationship between academic workloads and motivational levels,

suggesting that students' motivations may influence their resilience in handling academic

demands.

Academic Workload and Motivational Level in Higher Education

According to Chraif (2016), their study sheds light on the correlation between

academic satisfaction, workload, and the level of academic stress among psychology students,

particularly comparing third-grade students with first-grade students. The findings reveal a

negative correlation between satisfaction-motivation and stress reactivity, indicating that higher

satisfaction and motivation levels are associated with lower stress reactivity. Additionally,

significant differences were observed between third-grade and first-grade students across

various factors related to stress adaptation, workload, and response to life events, stress

management, and total motivation-satisfaction. This literature underscores the relevance of

understanding how academic satisfaction and workload contribute to students' motivational

levels and stress levels, echoing the variables of academic workload and motivational levels.

According to Carnegie Mellon University, ‘When a number of different goals are at

work simultaneously, an individual’s motivation to pursue some goals may affect both their

motivation and ability to pursue others. This is certainly true for college students who often

struggle to balance different goals, which may be academic, pre-professional, social , and

physical. Consequently, it is important for instructors to think about how to structure their

courses so that students maintain motivation, even when other goals impinge on their time,

energy, and attention.

Beena & Sony (2021) concluded that amidst the transition to online learning

prompted by the Covid-19 pandemic, there is a critical need to assess student workload to

ensure effective educational delivery. Their empirical analysis highlighted the significant

dimensions of student workload during online learning, encompassing mental, physical,

temporal, effort, performance, and frustration aspects. This comprehensive understanding of

workload components contributes valuable insights to the assessment of academic workload,

aligning with the variables of academic workload and motivational level in the investigation of

first-year students.

Yang, et. al. (2021) drew a conclusion that amidst the COVID-19 pandemic, academic

workload, separation from school, and fears of contagion collectively contribute to heightened

stress levels among Chinese college students, consequently impacting their health negatively.

Their findings underscore the intricate relationship between these stressors and students'

perceived stress levels, highlighting the significant role of these factors in shaping students'

well-being during the pandemic. This research provides valuable insights into understanding the
multifaceted impact of the pandemic on college students' mental and physical health,

emphasizing the importance of implementing targeted interventions to support their well-being.

Based on the findings from the study conducted by Amengual, et. al. (2022), which

explores the prevalence of psychological distress and burnout among first-year college students

and its relationship with academic performance, there are notable connections to the proposed

research on the relationship between academic workloads and motivational levels. While the

variables differ—psychological distress and burnout in the former, academic workload and

motivational levels in the latter—the overarching concern for student well-being and its impact

on academic success aligns. The study by Amengual, et. Al (2022) highlights the high

prevalence of psychological distress among first-year college students, suggesting a need for

interventions to enhance student well-being. In a similar vein, the proposed study on students

could benefit from considering how academic workloads may contribute to psychological

distress or burnout, subsequently influencing motivational levels and academic performance.

LOCAL LITERATURE

Lauron, et. al. (2012) drew a conclusion that while there is a moderate level of self-

efficacy among college students in Davao City during the online educational system, the

relationship between self-efficacy and academic performance is very weak and insignificant.

Despite the focus on self-efficacy and academic performance rather than academic workload

and motivational levels, the study provides insights into factors influencing student success in an

online learning environment. This literature suggests that while self-efficacy may play a role in

academic performance, its relationship with performance may not be as significant as expected.

This finding prompts further exploration into other factors, such as academic workload and

motivational levels, that may impact student success, particularly among first-year students.
 Serafica & Muria (2023) explored the relationship between academic burnout,

resilience, and academic achievement among college students, particularly amidst the challenges

posed by the COVID-19 pandemic. Their study provides valuable insights into the interplay

between academic workload (as indicated by burnout) and motivational levels (as indicated by

resilience) in shaping students' academic achievement. The findings underscore the importance

of resilience as a protective factor against burnout and its indirect impact on academic success.

This study's implications suggest that addressing burnout and fostering resilience are crucial

elements in supporting students' academic journey, which resonates with the variables of

academic workload and motivational levels.

Jiang, et al. (2023) highlighted the profound impact of COVID-19 on university

students, focusing on its implications for academic performance, stress levels, and depression.

Their study underscores the significance of understanding how external factors, such as the

pandemic-induced academic and family stress, contribute to students' mental health and

academic outcomes. This literature resonates with the variables of academic workload and

motivational levels, emphasizing the need to assess and address the challenges students face

amidst the pandemic.

Based on the findings from the study conducted by Mofatteh (2021), it is evident that

stress, anxiety, and depression are prevalent among university undergraduate students

worldwide, with various risk factors contributing to these mental health challenges. The

identified risk factors encompass psychological, academic, biological, lifestyle, social, and

financial aspects, highlighting the multidimensional nature of stressors experienced by students.

This literature underscores the importance of recognizing and addressing these risk factors early

in university to provide appropriate mental health support and mitigate their adverse effects on

students' well-being. In the context of the study on first-year students, understanding these risk
factors can inform strategies to manage academic workload and enhance motivational levels to

promote overall student success and mental health.

According to Deng, et al. (2022), the literature highlights the significant impact of

both academic and familial stress on students' depression levels and subsequent academic

performance. This study provides insight into the interconnectedness of stress, depression, and

academic outcomes, aligning with the variables of academic workload and motivational level in

the research study on first-year students. Understanding these relationships can inform

interventions to mitigate stressors and promote student well-being and academic success..

In their study, Ghods, et al. (2023), explored the concept of academic burnout among

nursing students, shedding light on its dimensions and underlying factors. The research delved

into the effects of burnout on students' academic journey, aligning with the variables of

academic workload and motivational level in the investigation of first-year students. By

uncovering the complexities of burnout, the literature contributes valuable insights into the

challenges students face in navigating their academic responsibilities and maintaining

motivation amidst demanding academic environments.

THEORITICAL FRAMEWORK

This research anchored to Self-Determination Theory published by Deci and Ryan

(1985), is an approach to human motivation and personality that uses traditional empirical

methods while employing an organismic met theory that highlights the importance of humans

evolved inner sources for personality development and behavioral self-regulation (Ryan et al,

1997). That made for their growth and psychological needs, that are the basis on self-motivation

and personality as well, for their conditions and result of positive processes. The term self-
determination refers to a person’s own ability to manage themselves to make confident choices,

and to think on their own (Deci, 1971). That may help them for the grow and develop their skills

and strategy to control their self.

According to SDT, there’s a two types of motivation, Intrinsic Motivation and

Extrinsic Motivation. According to Deci & Ryan (2000), the intrinsic motivation was pertaining

the activities done for their own sake and inherent interest and enjoyment. Because, they are not

dependent for the external incentives and pressure, but providing on their own. And lastly, the

extrinsic motivation is further classified into different based on the degree of autonomy and

internalization (Deci & Ryan, 1985). That may connect to the relationship of well- being and

behavior. According to Self- Determination theory have three basic psychological need are

essential, (i) Autonomy refers to the need in control of one’s actions and choices (Deci & Ryan,

1985). (ii) Competence is the need to feel effective and capable in one’s interactions with the

environment (White, R.W, 1959). (iii) Relatedness.

According to Baumeister, R.F & Leary, M.R. (1995), is the need to establish

meaningful connections with others and to feel a sense of belonging and social support.

This theory will connect to our study, when it comes to academic workload. The SDT

principles align with autonomy, supporting competence and fostering relatedness to experience

higher level of motivation.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Academic Workload Motivational Level

 Figure 02. Shows the Conceptual Framework presents the Independent Variable – M,

whereas the Dependent Variable is the student's Academic Workload. The response of the

criteria on a variable presumed to be caused by or influenced by the independent treatment

conditions and any other independent variables. Throughout its course, the researchers aim to

determine The Relationship between Academic Workloads and Motivation Levels among First

Year Students.

SIGNIFICANCE OF THE STUDY

This study is essential for the researchers, considering it will be part of their final

academic requirement for passing this semester. Researchers gather an additional understanding

from this study that could be useful in the future. In addition, the following is going to benefit

from this study.

Students. They will gain new insight from the results of relationship between the

academic workloads and motivational levels for their enhanced learning experiences. This study

will help them to improve their time management as they will be more motivated doing their

academic workloads as soon as possible. Students will also know how motivation will enhance

their study.

Teachers. The information provided is meant to help teachers how would they

properly give the deadlines on the activities, projects, and so on. By this, the students will

complete it before the day of submission. Additionally, the teachers will be able to guide their

students by motivating them to finish their activities and projects on time.

Parents and the Guardians. The parents or guardians will be able to gain insight in

the relationship of the academic workload to the motivation of their children. The study will

help them in developing preventative plans to help their kids succeed academically. The

outcome will also help them decide how to encourage their children to try harder to succeed in
their studies.

Future researchers. Readers and future researchers will benefit from this study’s new

insights. The readers will consider it as a lesson they could use in days to come.

Additionally, upcoming researchers may use it as a source of information and foundation for

their research on this study area.

STATEMENT OF THE PROBLEM

This study aims to discover The Relationship between Academic Workloads and

Motivation Levels Among First Year Students.

The research sought to answer the questions as follows:

1. How may the motivational level of the respondents be described in terms of:

1.1 Intrinsic Motivation

1.2 Extrinsic Motivation

1.3 Amotivation

2. How may the academic workload of the respondents be described?

3. Is there significant relationship between respondents’ motivational level and academic

workload?

From the problem stated above, the hypotheses were formulated:

HYPOTHESIS OF THE STUDY

Ho: There is no significant relationship between motivational level and academic

workload

H₁: There is a significant relationship between motivational level and academic

workload.
SCOPE AND DELIMITATION

This research scopes focuses on analyzing the relationship between academic

workloads and motivational levels particularly among 100 respondents of first year students.

The study aims to analyze how academic demands may impact the motivation of this targeted

sample during their initial year in the program. The researchers will distribute pieces of

adaptive standardized questionnaire for first year student.

Around the world, the number of first yearr students studying at university has

significantly increased. In the United Kingdom alone, more than 100 universities now offer

over 800 undergraduate programmes involving (Levi, 2017). Interestingly, during the first

year of the Degree, Lowe and Cook (2003) reported that only fifty (50%) of students already

experienced academic struggles. Thirty-nine percent (39%) of students shared that they had

struggled to keep up with the workload and over a third reported that they experienced

difficulties in developing an independent learning or being responsible for their own learning.

This research is limited to 100 students of first-year students at the STI College

Balagtas and delimited to those who are not first year student at STI College Balagtas, or are

people of the Philippines. The scope is specifically designed to explore the relationship

between academic workloads and motivational levels within this defined group. The study

will not extend beyond this particular sample size, academic year, or the specified academic

program at the mentioned institution.

DEFINITION OF TERMS

The following terminologies are defined in this research’s context for a better

understanding of it.

Academic Workloads - refers to the ability of the following students to manage their

academic workload such as assignments, activity etc.

Motivational Level - it refers to the ability of one person successfully and achieve the

objectives and goals.

Extrinsic Motivation - it refers to leading of reducing autonomy and well-being.

Intrinsic motivation - refers to the interest and enjoyment what they do.

Motivational Level - it refers to the ability of one person successfully and achieve the

objectives and goals.

Workloads - the capabilities of tasks, such as assignment, activities, projects etc.

 CHAPTER 2
METHODOLOGY

RESEARCH DESIGN

This research applied quantitative research. According to Bhandari (2022) It is the

process of collecting and analyzing numerical data that test causal relationships to generate

results on wider populations. Which are to understand and find accurately the development of

this design and help with the instrument and statistical tools. The Researchers used purposive

sampling method and adaptive standardized survey questionnaire. This design will help to

determine, which domain the relationship between the academic workloads and motivational

level.

SAMPLING AND PARTICIPANTS

This study includes 100 participants from first year. Considering the objectives of the

study to explore and find out whether the relationship between the academic workloads and

motivational levels of first year college student at STI College Balagtas.

According to Kassiani Nikolopoulou (2023), Purposive Sampling refers to a group of

non-probability sampling techniques in which units are selected because they have

characteristics that you need in your sample. In other words, units are selected “on purpose” in

purposive sampling.

RESEARCH INSTRUMENT

The following tools are used by the researchers in this study to collect all the data they

need to answer the study's problem questions.

Based on Self-Determination Theory (Vallerand et al., 1992), the Academic

Motivation Scale or AMS is a common way to look at what motivates students to do well in

school. The Academic Motivation Scale is designed to discern variations in academic drive with

20 questions by using three sub-categories: self-challenge, information use, and discovery. Self-

challenging pertains to learners' eagerness to surpass anticipated learning outcomes and organize

homework. Data application involves the motivation to acquire and employ new information

both in and out of academic settings. Discovery refers to the enthusiasm for maximizing one's

potential out of curiosity, devoid of expecting rewards (Nartgün & Çakır, 2014).

As for reliability. AMS indices, such as internal and temporal consistency, indicate

Cronbach's alpha levels between 0.70 and 0.85, indicating satisfactory reliability. Notably, self-

challenging motivation toward successes has the lowest alpha, requiring content and language

consistency. Information use and discovery to know have the best internal consistency. With

correlation coefficients between 0.70 and 0.85, test-retest studies indicate temporal consistency.

Culture and item phrasing can affect AMS results in different participant groups, despite its

universal use. Effective adaptation and validation in new contexts require thorough translation,

cultural compatibility, and subscale distinction clarification (Vallerand et al., 1992; Burgueño et

al., 2017; Fairchild et al., 2005).

Workload Assessment Scale is to find out how much work people think they have to

do in a certain situation. Workload is the sum of the mental, emotional, and physical demands

that jobs or activities put on a person. Please answer each question based on what you know and

how you see things. Each question is answerable through a 5-point Likert scale, with 1 being

"Strongly Disagree" and 5 being "Strongly Agree."

PROCEDURE

Before distributing the surveys, researchers will obtain informed consent from

participants. Their participation is completely voluntary, and they are free to withdraw at any

time. To ensure clear understanding of the study's goals and objectives, researchers will first

conduct a brief face-to-face informed consent and adaptive standardized questionnaire,

estimated to take around 20 minutes.

ETHICAL CONSIDERATION

The study's researchers will guarantee the security and confidentiality of participation.

Anyone can opt in or out if they disagree with the terms stated in the consent form.

Additionally, they can remain anonymous because their data will be recorded with the highest

confidentiality. Lastly, the researchers will do everything within their power to ensure the safety

of respondents.

DATA ANALYSIS

This study will employ a Pearson R Correlation Coefficient analysis to examine the

relationship between academic workloads and motivational levels. According to Fleetwood

(2023), Pearson R Correlation Coefficient is defined as the measurement of strength of the

relationship between two variables and their relations to each other. Data will be gathered

through surveys on students' motivational levels, alongside their academic records. By applying

descriptive statistics such as sample size, mean, standard deviation and other descriptive statistic

values, Pearson R Correlation Coefficient, the research aims to discover and analyze the

potential correlation between academic workloads experienced by students and their

motivational levels, providing valuable insights into the connection between these factors.