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A Study of SocioEconomic Status and Academic Motivation

Research · October 2018

DOI: 10.13140/RG.2.2.14213.37609

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A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION Page |1

A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION

A Research Presented
to the Faculty of Psychology
Our Lady of Fatima University
Valenzuela Campus

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

By:

Camus, John Michael B.

Agregado, Joaquin
Ibanez, Marc Jesus
Olvis, Reinchelle

2018
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION Page |2

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Academic Motivation is a discipline that students need to master, it can be

affected by many factors like socio-economic status. Therefore, in this paper, it was

aimed to investigate the impact of socio-economic status, as one of the factors, on

motivation levels of students attending in Our Lady of Fatima University. Socio-

economic status is a whole measure of a man's work and of a person's family's

monetary and social position in connection to others, based on salary, occupation, and

education. The purpose of this study was to examine the correlation between

undergraduate students between academic motivation and socio-economic status of the

students. While breaking down a family's socio-economic status, the family wage,

student's education and occupation are inspected besides joined wage and their own

properties are evaluated. Education in higher socio-economic families is commonly

worried as significantly more transported in both inside the family and the nearby

network, in poorer regions, where sustenance and security are need, education

assumes a lower priority (Kala, Shirlin, 2017). It can be noticed that individuals in urban

region or of high financial status regularly give great offices and give quality education

to these kids. A high socio-economic individual long for accomplishing high class calling.

Socio-economic people with medium class considers calling with normal increment and

low socio-economic status people may accomplish for calling of low level classifications.

At the point when an instructor asks what motivated a child's conduct, he has at

least one of the three things as a main priority, first is a few incitements in nature
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION Page |3

deciding or causing the conduct, some individual, educator or cohort may have

squeezed him to learn, may have been internal urge, sense, infer, which prompted that

conduct. The third is some objective or goal, which pulled in him to that conduct. (Shirlin,

2017).

Academic motivation assumes a basic part amid the school years and is

frequently connected with scholarly results (Turcinskaite-Balciuniene, Balciunas, &

Merkys, 2015). Taking in thought that families contrast by different financial highlights,

the speculation about conceivable effect of guardians' socio-economic status on their

youngsters' academic motivation meddling with gender socialization impacts is held.

The impacts of socio-economic status on academic motivation are conceptualized by

Bourdieu's habitus idea, mirroring the part of oblivious and disguised social signs,

legitimate to low and high socio-economic status family settings. (Turcinskaite-

Balciuniene, Et al 2015).

Parents in any form are always focused to invest in the education of their children,

the current time is said to be a technologically advance world. So, as early as someone

is at school level, everyone desires for their heavy investment for their children.

Education manpower is a primary need of any nation because educated and skilled

people are an asset for all country. Motivation determines the activities that people turn

into goals and the effort they put into those activities. The impact of academic

motivation on academic achievement has its implications for teachers, parents and

stakeholders in life field of education. Students must be helped to develop a high

motivational level because behavior affects their motive to achieve, thus, important to

increase their achievement level (Shahabudin, 2013).

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1.1 Statement of the Problem

The purpose of the study was to look at the correlation between academic

motivation and socio-economic status among OLFU students by comparing the data

collected.

1. What is the demographic profile of the respondents?

1.1. Age

1.2. Gender

1.3. Year

2. What are the mean and standard deviation of the respondents:

2.1. Socio-economic Status

2.2. Academic Motivation

3. Is there a significant relationship between Socio-economic Status of the students

and their Academic motivation?

4. Is there a significant difference on Academic Motivation between male and

female respondents?

1.2 Hypothesis

H01 There is no significant relationship between Socio-economic Status and

Academic motivation among college students.

H02 There is no significant difference on Academic Motivation between male and

female respondents.

1.3 Significance of the Study

The benefit of the study is not only to the college students but can also benefit

the other members of the society.

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 To Students: This study tends to help raise their awareness to the

aftermath of this Study, and to acquire additional knowledge from this

study.

 To the Researchers: This study helped the researchers to know if the

socio-economic status of the participants is affecting their motivation in

academics.

 Future Researchers: This study will serve as their reference for their

future study. It can help the future researchers to improve and investigate

further the details used in the study of socio-economic status and

academic motivation. Future researchers can use the data included in the

study references and relevant background for their research.

 Parents: This study showed the parents of the samples and other parents

of the society, that socio-economic status have no effect on their children’s

academic motivation.

This research would also add to the following fields of Psychology:

 Educational Psychology: This study can be a great value to Educational

Psychology, to improve the learning and the capabilities of the students.

 Industrial Psychology: This study can be a help to Industrial Psychology.

The results of the study should provide some innovations and the

productivity of the individuals.

1.4 Theoretical Framework

In this study we used Self-Determination Theory by Deci & Ryan (1985). SDT

articulates a meta-theory for framing motivational studies, and its propositions also
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION Page |6

focus on how special and cultural factors facilitate or undermine people’s sense of

volition and initiative, in addition to their wellbeing and the quality of their

performance. This theory can help us gather more information about the study and

to prove whether there is a significant relationship between socio-economic status

and academic motivation or none.

Deci & Ryan’s (1985) Self-Determination Theory

Motivation hypotheses are established on presumptions about human instinct.

Deci and Ryan divided motivation into three classifications: amotivation, extrinsic

motivation, and intrinsic motivation (Deci & Ryan, 2002).

 Amotivation is firmly and adversely identified with instructive results (Vallerand

and Bissonnette, 1992). Amotivation includes not having a thought process to act

(Williams and Deci, 1996).

 Intrinsic motivation is a source that is vital to the idea of the living being. Intrinsic

motivation relies upon the intrinsic requirement for ability and self-assurance.

 Extrinsic motivation is divided into four classifications four as external regulation,

introjected regulation, identified motivation and integrated regulation.

1.5 Conceptual Framework

Extrinsic Motivation

Socio-
Economic Intrinsic Motivation
Status
Amotivation

Figure 1.1
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The figure above tells the connection about socio-economic status and three

different kinds of motivation.

1.6 Scope and Limitation

For this study, the researchers used quantitative descriptive correlation design,

wherein it measures two variables describing the relationship between the socio-

economic status and the academic motivation of the specified college student. The

objective of this study is to find out if there was a relationship between the socio-

economic status and academic motivation of the student. The first variable socio-

economic status is assessed and measured as a whole by MORES Socio-economic

Classification. The second variable academic motivation on the other hand is

examined through Academic Motivation Scale (AMS-C28) College Version. Non-

probability sampling technique will be done to get only 100 college students of Our

Lady of Fatima University – Valenzuela.

1.7 Definition of terms

These are some terms that the researchers used in this study about socio-economic

status and Academic motivation.

Socio-economic Status is the social standing or class of an individual or

group. It is often measured as a combination of education, income and

occupation (Baker, 2014).

Academic Motivation A student’s desire regarding academic subjects

when student’s competence is judged against a standard of performance or

excellence (Wigfield & Eccles, 2002).

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Amotivation is firmly and adversely identified with instructive results.

Amotivation includes not having a thought process to act (Vallerand and

Bissonnette, 1992),

Intrinsic motivation it refers to behavior that is driven by internal rewards.

In other words, the motivation to engage in a behavior arises from within the

individual because it is naturally satisfying to you (Cetin, 2015).

Extrinsic motivation it refers to behavior that is driven by external rewards

such as money, fame, grades, and praise. This type of motivation arises from

outside the individual, as opposed to intrinsic motivation, which originates inside

of the individual (Cetin, 2015).

Chapter II

Review of Related Literature and Studies

In this chapter, the literature and studies were carefully selected upon the basis

of relatively and reliability of the information presented. The literatures and studies help

the researchers to have an evidence and proof to their study.

Socio-economic status and Academic Motivation

The impacts of socio-economic status on academic motivation are

conceptualized by Bourdieu's habitus idea, mirroring the part of oblivious and disguised

social signs, legitimate to low and high socio-economic status family settings. The

results of the study done by Turcinskaite-Balciuniene, Balciunas, Merkys, (2015)

demonstrate that understudies from lower and higher SES families don't contrast in

academic motivation states of mind. Tragically, there is impressively less research in

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the field of advanced education examining academic motivation contrasts as per socio-

economic status variable.

According to Gupta (2016) The more academic motivation a person has, the

more they concentrate in the classroom, have better study habits and are more

persistent. Koseoglu (2013) stated that females scored higher in academic motivation

and it may be due to developmental differences between boys and girls. And future

academic success e needed effort than by their own previous performance (Shukla,

Tomban, Toland & Danner, 2014). However Kala & Shirlin, (2017) has found in their

study that education in higher socio-economic families is commonly worried as

significantly more transported in both inside the family and the nearby network, in

poorer regions, where sustenance and security are need, instruction assumes a lower

priority. Similar results are found by Teese (2003) in his analysis of the performance of

students in Victoria. He found clear and consistent trends for children from lower socio-

economic status families to have lower VCE scores (Year 12 results) and Year 5

benchmarking test result. The same relationship was found for other measures of

student engagement with schooling, such as attendance rates. Teese (2003) introduces

the concept of equity density, drawing together a number of factors such as family

status, family occupation, and so on. Kala & Shirlin (2017) suggested families who live

in higher socio-economic status areas are more likely to have a more stimulating

cognitive home environment, resulting in students with higher academic motivation than

students who live in lower socio-economic status areas. It is important to note that

Fleming, and Gottfried (2001) did not suggest higher socio-economic status causes

greatey88r academic motivation; rather, they suggested a positive relationship. “Our

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view is that SES is indirectly filtered to the child through the proximal environment, that

is, families of relatively higher socio-economic status are more like to furnish a

cognitively stimulating home facilitating the development of academic intrinsic

motivation” Bhat, Joshi, Wani (2016) concluded that irrelevant distinction was found

between the understudies with center and low socio-economic status in regard to

scholastic accomplishment.

The form in which the poorest students end up in the

poorest schools worsen the issue and

forms a hard cycle, expanding achievement gaps over time. Heyneman and Lykins,

(2008) offered hope that ‘‘when highly

motivated, children from impoverished backgrounds can use the

school system to overcome the exigencies of their social status’’.

However, by virtue of having

lower SES measures, low SES students wound up in schools with a

lack of basic resources, which worsened their situation. If school

effects are cumulative, the impact on student achievement is

substantial. (Huang, 2010) The effect of the availability of a basic resource such as

electricity may seem unsurprising, yet in the sample, a large

number of schools, even in a progressive and relatively well-off

area such as Cebu, suffered from such a problem. As other less

developed provinces in the Philippines may have even less access

to monetary resources and infrastructure, providing basic electricity requirements to

schools may result in achievement gains. Students from lower socio-economic

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backgrounds do as well as students from higher socio-economic backgrounds.

This can probably be explained as the result of a family process; in

other words, many low socio-economic status students can be motivated

to high achievement because of the social and psychological expectations

of the family. However, the reasons for the lack of significance in

regard to socio-economic factors are difficult to determine. (Meraz, 1983)

Socio-economic Status

According to Kala & Shirlin (2017) Socio-economic status alludes to instructive

capability, assignment, wage, riches, education and status of a person in the general

public. It is a key factor of a person in the general public and in one's life. It frequently

decides the existence objectives of understudies. However, based on M. Bhat, Joshi, &

Wani, (2016) Socio-economic status is the mix of monetary and sociological proportions

of an individual work involvement and the financial and social position of an individual or

family in association with others on the start of pay, instructive level and word related

status. Kala & Shirlin (2017) found out that those high socio-economic individual longs

for accomplishing high class calling. Socio-economic people with medium class

consider calling with normal increment and low socio-economic status people may

accomplish for calling of low level classifications.

Socio-economic in this research tends to the inquiry on guardians' occupations.

Guardians' occupations depend on open finished reactions to an issue of the essential

calling or position. Because of the idea of the investigation that investigates the subject

of neediness, the inquiries postured did not straightforwardly inquire as to whether they

were poor or confronting destitution, on the grounds that it is a touchy issue and could
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION P a g e | 12

influence their confidence as the respondents may not see themselves as being poor

(Shahabudin, Low, 2013).

Academic Motivation

According to Ryan (2016) One of the most common problems that teachers face

within the classroom is the lack of academic motivation within the students. In the report

of the National Research Council on motivation, 40% of high school students lacks the

motivation to perform in school. Disengagement from school can stem from different

factors such as fear of failure, emotional problems, lack of challenge, anger, or desire

for attention.

There is various research of academic motivation that reveals its key regularities

and systems. In spite of an immense commitment of specialists to the advancement of

the thought about issue, it isn't explained yet, and numerous critical elements and

viewpoints remain deficiently considered. Motivation is the state where someone is

neither intrinsically nor extrinsically motivated; and when someone lacks the interest in a

given activity. (Kala & Shirlin, 2017).

At the point when an instructor asks what motivated a child's conduct, he has at

least one of the three things as a main priority, first is a few incitements in nature

deciding or causing the conduct, some individual, educator or cohort may have

squeezed him to learn, may have been internal urge, sense, infer, which prompted that

conduct. The third is some objective or goal, which pulled in him to that conduct. But

there are understudies who are keen on classes, and who endeavors to take care of

complex academic issues with educators, who are take part in inquire about work with
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION P a g e | 13

an exploration administrator, who get their work done, and furthermore who are

associated with non-learning work. (Eremicheva, 2016). There is various research of

academic motivation that reveals its key regularities and systems. In spite of an

immense commitment of specialists to the advancement of the thought about issue, it

isn't explained yet, and numerous critical elements and viewpoints remain deficiently

considered. The perception of the student on parental involvement is more important for

academic success than the actual parental involvement because parents might view

their own behaviors positively than their children do (Shukla & Tomban, 2014). Future

studies into amotivation can be helpful to know as to what causes amotivation and how

can it be a negative factor on student achievement.

Later on, based on the findings of Erten (2014) it is okay to conclude that achievement

can be linked to intrinsic motivation and job related extrinsic motivation and Students

with high amotivation may suffer from academic burnout and lose interest engaging

academic work. In the self-determination theory of Deci & Ryan (1985) they explained

that intrinsic motivation encompasses motivation to learning, accomplishment and

pleasure of surpassing oneself. Intrinsic motivation is basically the drive to do

something because it is interesting and enjoyable (Ryan, 2016). Students can be

intrinsically motivated during a task because motivation can be seen continuously within

a spectrum (Gottfried, E., Fleming, & Gottfried, W., 2001).

Extrinsic motivation consists of external regulation which drive is to obtain

rewards or avoid punishment. A student is driven by the idea of being rewarded

because of a task, therefore he is externally motivated (Ryan, 2016). The components

of extrinsic motivation are external regulation, identified regulation, and introjected

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regulation while intrinsic motivation’s components include knowledge, accomplishment.

Because behavior is guided by an external reward or punishment, it suggests that

external regulation is the least self-determined form of extrinsic motivation (Deci & Ryan,

1991). Individuals are motivated to carry out a specific behavior based on their desire to

avoid internally imposed guilt and shame because of introjected regulation. (Ryan,

2016). For example, If a student chose to study for an exam rather than watching a

movie with friends, it is because s/he will feel guilty if she don’t and it is also a form of

introjected regulation.

Amotivation is the state where someone is neither intrinsically nor extrinsically

motivated; and when someone lacks the interest in a given activity. It is the absence or

lack of motivation as Ryan (2016) defined. Students with high amotivation may suffer

from academic burnout and lose interest engaging academic work (Erten, 2014).

Many studies on academic motivation concluded that students who are

intrinsically or internally motivated has the best chance at educational success (Ryan,

2016). Apparently there is various research of academic motivation that reveal its key

regularities and systems. In spite of an immense commitment of specialists to the

advancement of the thought about issue, it isn't explained yet, and numerous critical

elements and viewpoints remain deficiently considered. In such manner, the academic

motivation is of an awesome intrigue and an imperative issue in instruction as it allows

to manufacture an approach adroitly to decide a part of college condition, understudy

conduct and arrangement comes about. The idea "motivation" from the perspective of

current psychology isn't unitism, and it is displayed in multifaceted nuance. The

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motivation, therefore, can be resolved as an arrangement of reasons of mental nature

clarifying individual conduct, introduction and action (Eremicheva, Yudin, Sheptukhina,

Zyryanova, Shevchenko, Komarova, Simonova, 2016). Students has been observed to

lack the motivation towards their academics because at this stage their attention are

focused on things like peer group, relationships, fashion and entertainment which

confines their academic performance (Mili & Gupta, 2016).

Synthesis

There is a generous amount of literature regarding Socio-economic status and

Academic Motivation and its importance in individual perception and their behaviors

against it. Socio-economic status has always influenced the academic motivation of the

students. Academic motivation varies for children from different social backgrounds.

Their academic motivation is an outcome of their social status. Previous studies have

shown that parent’s socio-economic status is strongly associated with students

academic motivation.

From the literature regarding this study, the researchers said that socio-economic

status is affecting the students’ academic motivation. The researchers analyzed the

studies that would provide further information for the study being conducted. The

general idea of academic motivation is the students’ desire as reflected in approach,

persistence and interest regarding academic subjects that is being judged against a

standard of performance and excellence. The perception of the student on parental

involvement is more important for academic success. According to the studies the

students that have a high socio-economic status are more like to furnish cognitively

because of their status in live, the students got all the resources to help them motivate
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in academics. In addition other factors affecting academic motivation needs more

research to be conducted.

Chapter III

3.0 Methodology

In this chapter the methods procedures are discussed that will be used for the

completion of this study. It also includes the research designs, respondents of the study,

population and sampling, data gathering procedure, and statistical treatment.

3.1 Research Design

For this study, the researchers will use Quantitative Descriptive Correlation

design, wherein it measures two variables describing the relationship between the

Socio-Economic Status and the Academic Motivation of the college student. The

researchers will choose 100 participants by using non-probability sampling technique.

3.2 Research Locale

This study will be conducted at Our Lady of Fatima University-Valenzuela

Campus, Mc Arthur Highway, Marulas, Valenzuela City.

3.3 Population and Sample

The chosen participants are college students with a total number of 100. All of

these participants will be selected using non-probability sampling technique, specifically

convenience-purposive sampling. For such reason that the researchers are currently

having their study on the same Institution, Our Lady of Fatima University, and the

availability of the respondents, and the willingness of them to participate on the study.
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3.4 Instrumentation

MORES Socio-economic Classification

For the source of data from each participant, the researchers will adopt scales

that will be used in gathering the data. The scales are provided with questions regarding

on possible relationship between the socio-economic status and academic motivation.

MORES socio-economic classification of households

This is a self-administering questionnaire and meant for the student’s only. The

main use of this scale is to collect the actual information about socio-economic status of

the parents of the sports person in the society. Social status is the position of the

individual within the social sphere. The status in group may be inherited, but in modern

society, the status are achieved.

In order to identify the significant determinants of the total income of the middle-

income class, multiple regression analysis was carried out on the families that have

been identified as middle class. The dependent variable was the logarithm of the total

household income with the following list of independent variables:

Household/Household Head Characteristics

 educational attainment of household head

 occupation of household head

 marital status of household head

 age of the household head

 sex of the household head

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 class of worker of household head

 type of household

 total employed household members

 total household members by age group

 total non-relative household members

 square of family size (to capture non-linear relationship between family size

and welfare)

 tenure status of the household

Housing Characteristics

 roof materials of the housing unit

 wall materials of the housing unit

 type of building/house

 type of toilet facilities

 source of water supply

 facilities in the house

 location of house (urban or rural)

The independent variables identified were sourced from the possible correlates

of poverty in Albert and Collado’s Study “Profile and Determinants of Poverty in the

Philippines” (Albert & Collado, 2004) and the list of significant predictors of income

resulting from the NSCB Project on the Estimation of Local Poverty in the Philippines

(NSCB, 2005).

Scoring of MORES SEC

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The indicators from the 5-point system of MORES for identifying SEC of

households (Table 1) where households are classified into the following 5 groups were

also considered:

 Cluster 5 / AB – 30-35 points

 Cluster 4 / C1 or Upper C– 25-29 points

 Cluster 3 / C2 or Broad C– 20-24 points

 Cluster 2 / D – 15-19 points

 Cluster 1 / E – 7-14 points

Cluster Income Class

1 - Low

2 - Middle

3 - Middle

4 - High

5 - High

As can be gleaned from above, cluster 2 alone or clusters 2 and 3 together

appear to be reasonable candidates to form the middle -income class. The authors

believe that families with income falling under cluster 3 are still middle class and

decided to define the middle class based on income to be families belonging to clusters

2 and 3.

ACADEMIC MOTIVATION SCALE (AMS-C 28)

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The AMS Vallerand, Pelletier, Blais, Briere, Senecal, Vallieres, (1992) Using

this scale, the researchers indicated to what extent each of the following items

presently corresponds to one of the reasons why they go to college. Consists of 28

items and seven subscales. The scale consists of seven subscales, reflecting one

subscale of amotivation, three subscales of intrinsic motivation and three subscales of

extrinsic motivation. This scale is used for measuring their academic motivation for the

researchers’ data gathering. The AMS has demonstrated adequate to good reliability

and validity in several studies among college students(Can, 2015; Fairchild, 2015)

which reported alpha values for the AMS ranging between .62-.86 (Vallerand et al.,

1992), .70-.86 (Cokley, Bernard, Cunningham, Motoike, 2001), and .70-.90 (Fairchild et

al., 2005).

3.5 Statistical Treatment

Frequency and Percentage Distribution

Frequency and percentage distribution was used in this study to know

This treatment was use in this study to describe the demographic profiles of the

respondents pertaining to gender and age of the students.

Mean

It is use to determine the average score of the data gathered by the researchers

in the test that they give to the college students of Our Lady of Fatima University.

Standard Deviation

This was used to quantify the amount of variant or dispersion of a set of

information values of Socio-economic status and academic motivation.

A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION P a g e | 21

Pearson’s r correlation coefficient

Pearson’s r was used to determine the correlation between socio-economic

status and the three types of academic motivation.

One-Way ANOVA

One-way ANOVA was used to determine the difference on different types of

academic motivation between male and female.

3.6 Data Gathering Procedures

The researchers will ask permission to the professors’ in-charge with the

specific subject of the students. The professors will allow the researchers to have ten to

fifteen minutes of his or her subject time for the administration of the test and for the

completion of the data gathering phase. The researchers will proceed in administering

the scale among the participants. As soon as the data were gathered, the researchers

proceeded in scoring and interpretation of the participant’s data.

3.7 Ethical Considerations

The researchers point in this study is to find out if the socio-economic status of the

family of the participants is affecting one’s academic motivation Using MORES Socio-

economic Classification and Academic Motivation Scale (AMS-C 28)

For the researchers to gather the data that needed, the researchers asked their

adviser before they conduct the survey with informed consent of the respondents. The

researchers are responsible for their participants and the participants have the right to

withdraw if they are getting offended during the survey. The researchers make sure

that the information of the participants will be confidential for their own sake.
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Chapter IV

Result and discussion

This chapter describes the analysis of data followed by a discussion of the

research findings. The findings relate to the question that guided the study. Data were

analyzed to identify, describe and explore the correlation and difference of socio-

economic status and academic motivation.

Table 4.1 Demographic profile of the respondents in terms of gender

Gender Frequency Percentage

Male 51 51%

Female 49 49%

Total 100 100%

Table 4.1 indicates that the researchers conduct the study in 51 male and 49

female in terms of gender, total of 100 respondents.

Table 4.2 Demographic profile of the respondents in terms of age.

Age Frequency Percentage

17 4 4%

18 18 18%

19 29 29%

20 22 22%

21 14 14%

22 4 4%
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23 2 2%

24 1 1%

25 4 4%

27 1 1%

31 1 1%

Total 100 100%

The percentage and distribution of mean scores of the students’ age and gender

is shown in Table 4.2 Of the students comprising the study group, 51 (51%) are male

and 49 (49%) are female. Their ages range from 17-31 years with the mean of 19.93.

Table 4.3 Demographic profile of the respondents in terms of year.

Year Frequency Percentage

1st 40

40%

2nd 26

26%

3rd 13

13%

4th 21

21%

Total 100

100%
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Table 4.3 reveals that the respondents covered all year level in college. 40% of

the respondents is 1st year students, 26% is 2nd year, 13% is 3rdyear, and 21

participants in 4th year. This states that, this study is more accurate in first year students.

Table 4.4 Mean and Standard deviation of Socio-economic status, intrinsic motivation,

extrinsic motivation, and Amotivation.

Variables Mean SD

Socio-economic Status 2.64 .503

Intrinsic Motivation 59.92 13.261

Extrinsic Motivation 63.94 13.232

Amotivation 11.87 4.861

As indicated in Table 4.4, the level of socio-economic Status has a mean of 2.64

that implies a high socio-economic classification as per the MORES SEC Indicators by

R.A. Virola. Intrinsic motivation scores has a mean score of 59.92, extrinsic motivation

got 63.94, and amotivation of 11.87. The standard deviation of socio-economic status

is .503, Intrinsic motivation is 13.261, extrinsic motivation 13.232, and amotivation 4.861.

Table 4.5 Correlation between Socio-economic status and intrinsic motivation.

Variables r-value p-value Decision

Socio-economic .091 .368 Failed to reject H01

Status and Intrinsic

Motivation
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The table above shows that there is no significant correlation between socio-

economic status and intrinsic motivation, r= .091, p= .368. Therefore, the hypothesis

which states that there is no significant relationship between socio-economic status and

Academic motivation (Intrinsic Motivation) is accepted.

Table 4.6 Correlation between Socio-economic status and extrinsic motivation.

Variables r-value p-value Decision

Socio-economic -.031 .762 Failed to reject H01

Status and Extrinsic

Motivation

The table above shows that there is no significant correlation between socio-

economic status and extrinsic motivation, r= -.243, p=0.015 Therefore, the hypothesis

which states that there is no significant relationship between socio-economic status and

academic motivation (extrinsic motivation) is rejected.

Table 4.7 Correlation between Socio-economic status and amotivation.

Variables r-value p-value Decision

Socio-economic .026 .796 Failed to reject H01

Status and

Amotivation

The table above shows that there is no correlation between socio-economic

status and amotivation, r= .026, P= .796. Therefore, the hypothesis which states that
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION P a g e | 26

there is no significant relationship between socio-economic status and amotivation

(amotivation) is accepted.

Table 4.8 Mean and standard deviation for Intrinsic, extrinsic, amotivation in terms of

gender.

Gender Mean SD

Intrinsic Male 58.57 14.223

Female 61.33 12.166

Extrinsic Male 61.33 13.710

Female 65.90 12.555

Amotivation Male 12.67 4.815

Female 11.04 4.817

Table 4.9 Data results of one-way ANOVA, Academic motivation scores of college

students in terms of gender.

Sum of df Mean F Sig. Decision

Squares Square

Intrinsic Between Groups 190.075 1 190.075 1.082 .301 Failed to

Within Groups 17219.285 98 175.707 reject H02

Total 17409.360 99

Extrinsic Between Groups 368.327 1 368.327 2.128 .148 Failed to

Within Groups 16965.313 98 173.115 reject H02

Total 17333.640 99
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Amotivation Between Groups 66.058 1 66.058 2.848 .095 Failed to

Within Groups 2273.252 98 23.196 reject H02

Total 2339.310 99

The table above shows the difference on gender and intrinsic motivation between

male and female respondents. Using the one-way ANOVA, female respondents with

61.33 mean and a standard deviation of 12.166 resulted to a higher intrinsic motivation

compared to males with 58.57 mean and a standard deviation of 14.223, having a p-

value of 0.301 signifying a failure to reject the null hypothesis hence a not significant

difference.

Also using one-way ANOVA, female respondents with 65.90 average score and

a standard deviation of 12.555 resulted to a higher extrinsic motivation compared to

males with 61.33 mean score and a standard deviation of 13.710, having a p-value of

0.148 signifying a failure to reject the null hypothesis hence a not significant difference.

Also using the one-way ANOVA statistical technique, female respondents with

11.04 mean score and a standard deviation of 4.817 resulted to a higher extrinsic

motivation compared to males with a mean score of 12.67 and a standard deviation of

4.815, having a p-value of 0.95 signifying a failure to reject the null hypothesis hence a

not significant difference.

According to the results that the researchers gathered, there is no significant

difference between socio-economic status and the three types of motivation, not unlike
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Bhat, Joshi, and Wani (2016) said in their study that there is a significant difference

between academic achievement and socio-economic status.

Chapter V

Conclusion and recommendations

This part of the study states the conclusion and recommendations of the

researchers based on the data that they gathered in the beginning of the study, the

researcher’s hypothesis was there is no significant relationship between socio-economic

status and academic motivation and there is no significant difference between male and

female in terms of academic motivation, after their data gathering using MORES socio-

economic classification and Academic Motivation Scale (ams-28) and analyzing the

data that they gathered using SPSS (Pearson’s r correlation coefficient and one-way

ANOVA).

The researchers correlate the socio-economic status and academic motivation of

the students of Our Lady of Fatima University Valenzuela campus. They used

Pearson’s r correlation coefficient and the researchers find out that there is no

significant relationship between the socio-economic status and intrinsic motivation. They

also used Pearson’ r and they find out that there is no significant relationship between

the socio-economic status and extrinsic motivation. And there is no significant

relationship between the socio-economic status and amotivation. It is concluded that

socio-economic status of college students does not have any relationship in three types

of academic motivation. From this results, it can be inferenced that socio-economic

status of college students will not affect their academic motivation.

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The researchers wanted to find out that if there was a significant difference

between male and female in terms of academic motivation. They used one-way ANOVA

to distinguish if there is a difference and they find out that there is no significant

difference between male and female respondents in their academic motivation.

The researchers have several recommendations for the future researchers. First,

it is recommended for future studies to explore and to have further research about

relationship between socio-economic status and academic motivation. Second, it is also

recommended using other measures of the variables, particularly, for academic

motivation and socio-economic status, taking into consideration cultural diversity and

there is more factors in the academic motivation of the person. Third Q, it is also

recommended to have further qualitative or quantitative research in more broad area

that may help clarify how socio-economic status correlates the academic motivation of

the people. Finally, the researchers also recommend to use different sample or

respondents in order to avoid bias or any other conflicts.

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Appendix

SPSS Output

Gender

Frequency Percent Valid Percent Cumulative

Percent
Male 51 51.0 51.0 51.0
Valid Female 49 49.0 49.0 100.0
Total 100 100.0 100.0

Age
Frequency Percent Valid Percent Cumulative
Percent
17 4 4.0 4.0 4.0
18 18 18.0 18.0 22.0
19 29 29.0 29.0 51.0
20 22 22.0 22.0 73.0
21 14 14.0 14.0 87.0

22 4 4.0 4.0 91.0

Valid
23 2 2.0 2.0 93.0
24 1 1.0 1.0 94.0
25 4 4.0 4.0 98.0
27 1 1.0 1.0 99.0
31 1 1.0 1.0 100.0
Total 100 100.0 100.0
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Year
Frequency Percent Valid Percent Cumulative
Percent
1st 40 40.0 40.0 40.0
2nd 26 26.0 26.0 66.0
Valid 3rd 13 13.0 13.0 79.0
4th 21 21.0 21.0 100.0
Total 100 100.0 100.0

Descriptive Statistics
Mean Std. Deviation N
Intrinsic 59.92 13.261 100
Extrinsic 63.94 13.232 100
Amotivation 11.87 4.861 100
SES 2.64 .503 100

Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
Male 51 58.57 14.223 1.992
Intrinsic
Female 49 61.33 12.166 1.738
Male 51 62.06 13.710 1.920
Extrinsic
Female 49 65.90 12.555 1.794
Male 51 12.67 4.815 .674
Amotivation
Female 49 11.04 4.817 .688
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`
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