Convergence Model Of Motivational Attributes And Academic Performance Among College Students
Volume 4 - Issue 3, March 2020 Edition
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Resti Tito H. Villarino
convergence model; motivational attributes; academic performance; college students
Motivation as an individual marvel has usually been focused with little studies investigating how motivational characteristics could affect the academic achievement of the learner. The study evaluated the connection of motivational attributes and academic achievement among freshman college students in a state university in Cebu, Philippines. In particular, it attempted to address the following questions: the respondents’ age and sex, the grade point average of the students, and to find out if there is a correlation between motivational attributes and academic achievement for academic year 2017-2018. Using quantitative analysis of information collected, the descriptive technique was used in the research. It used weighted mean, chi-square, contingency coefficient, and t-test to provide interpretation of information. Based on the assessment of their level of motivational attributes, an overall weighted mean was 3.99 with composite weighted means along the areas of Intrinsic Goal Orientation 4.11, Extrinsic Goal Orientation 4.18, Task Value 4.07, and Control of Learning Beliefs 4.19, Self-Efficacy for Learning and Performance 3.78, and Test Anxiety 3.58. All these numerical data were equivalent to a descriptive rating of Agree (A). The results of the chi-square test showed rejection of the null hypothesis. The computed value was greater than the critical value of 9.488 using 5x2 contingency table. It also obtained a computed coefficient of contingency of 0.371 which denotes moderate correlation. The computed t-value was also greater than the tabled value of 1.96 at 0.05 level of significance. The study concluded that there is a link between motivational attributes and academic achievement.
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