Differences and Relationships in the Academic Intrinsic and Extrinsic Motivation of Students
Authors/Creators
- 1. John B. Lacson Foundation Maritime University-Molo, Inc.o
Description
Differences and Relationships in the Academic Intrinsic and Extrinsic Motivation of Students
Rex P. Flejoles and Justine B. Bañaco
Abstract: As motivation plays a significant role in one’s completion of certain task in general, so as motivation is essential to students in performing academic tasks in particular. This study aimed to further the investigations about the academic intrinsic and extrinsic motivation of students. Specifically, this study aimed to answer the following questions: 1) what is the reliability of the inventory as used in this study?; 2) are there significant relationships between the overall intrinsic motivation and its every factor, and between the intrinsic motivation factors?; 3) is there a significant difference among the overall intrinsic motivation and its factors?; 4) are there significant relationships between the overall extrinsic motivation and its every factor, and between one extrinsic motivation factor and every other extrinsic motivation factor?; 5) is there a significant difference among the overall extrinsic motivation and its factors?; 6) is there a significant relationship between the overall intrinsic and overall extrinsic motivation of students?; and 7) is there a significant difference between the intrinsic and extrinsic motivation of students? This study adopted the proposed Academic Intrinsic Motivation Questionnaire of Regina Shia in her study, entitle “Assessing Academic Intrinsic Motivation: A Look at Student”. The inventory is made up of six factors. Two are considered intrinsic motivation factors, namely: mastery goals and the need for achievement. While, four are considered extrinsic motivation factors, namely: authority expectations (family and professor), peer acceptance, power motivations, and fear of failure. A sample of 120 was taken from the students of the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2014-2015. Non-proportionate stratified random sampling method, stratified according to year level and sex, was employed in this study. This study revealed the following: 1) the obtained Cronbach's alpha was 0.923 (0.926 based on standardized items), 2) significant relationship exists but no significant difference was found among the overall intrinsic motivation and its factors, 3) significant relationship exists and significant difference was found among the overall extrinsic motivation and its factors, and 4) significant relationship exists and significant difference was found between the overall intrinsic and overall extrinsic motivation of the students. The inventory was found to possess a high level of consistency. On one hand, the overall intrinsic motivation and its factors are directly related among each other and they are of the same value. On the other hand, the overall extrinsic motivation and its factors are directly related among each other, but they are of different values. There are factors found to be higher than some. Furthermore, direct relationship was found between the overall intrinsic and overall extrinsic motivation of students but they are of different values. The overall intrinsic motivation of students is higher than their overall extrinsic motivation; hence, students are intrinsically motivated rather than extrinsically motivated.
January 2017
College of Business, JBLFMU-Molo Multidisciplinary Journal
Volume 1, Number 1, pp. 85-94