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

Mari Ernestine N. Okol

Rafael E. Orense

Julien Mae C. Serrano

Marco Louis F. Tayag
James Andrei T. Villanueva

2023
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ACKNOWLEDGEMENTS

There is a long list of people to thank for this accomplishment, beginning with our

Heavenly Father has been our source of strength and wisdom, providing us with the necessary

understanding to accomplish our proposal. Without his unwavering support, we would not have

been able to travel this path with the help of so many others.

To Sir Alvin Nieva, who believes in in us every step of the way, we will forever be

honored to have you as our professor. Your feedback, patience, and advice has pushed us to

grow, and hopefully in the next year for our individual thesis, we would be able to utilize our

learnings in this course and our experiences would propel us to mature in conducting research.

To our college friends and especially APS3, thank you for being our support system. You

all have truly shown us that we are all in this together. We wouldn’t have survived the sleepless

nights and made it through the long tough days if it weren’t for our blockmates.

To our family, who are always proud of us and stand by us in support. We will forever be

thankful to our wonderful parents for gifting us with a wonderful education and and privileges

that allow us to pursue our dreams and goals in life. Thank you for the wonderful gift of life that

we can share with fellow relatives and loved ones.

Last of all, we are thankful for each other as groupmates. This is just the beginning in our

milestones as Psychology majors, and as we slowly but surely approach our fourth and last year

of college, we owe this success to our final thesis paper.

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ABSTRACT

This correlational study attempts to determine the relationships between academic

motivation, good study strategy, and study effort of college students in the Philippines. The

measures used were the following: a.) Academic Motivation Scale (AMS–C28), which measures

the levels of academic motivation, b.) Revised Study Process Questionnaire (R-SPQ-2F), which

measured the levels of good study strategy, and c.) self-reported data on the number of hours a

week they spent on independent study, which measures the levels of study effort. The data will

be analyzed using Pearson’s r which will show the correlations between the variables of

academic motivation, good study strategy, and study effort. The goal of this study is to

investigate the relationship of Relative Autonomous Motivation (RAM), a measure of the

balance between AM and CM, to the study strategy and study effort of Filipino college students

selected through convenience sampling.

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TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
I. INTRODUCTION
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Theoretical/Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Hypothesis of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
II. LITERATURE REVIEW
Academic Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Good Study Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Study Effort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Influence of a Good Study Strategy and Study Effort on Academic Motivation . . . . . . . . . . . . .15
Synthesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
III. RESEARCH METHODOLOGY
Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Measures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Limitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
V. REFERENCES AND APPENDICES
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
A: Informed Consent Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
B: Academic Motivation Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
C: The Revised Study Process Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
D: Demographic Question on Study Effort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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CHAPTER 1
INTRODUCTION

Education and knowledge are basic necessities (Stiglitz, 1999). The common inheritance

of humanity is knowledge, therefore, knowledge must be viewed as a universal benefit together

with education (UNESCO, 2015). Knowledge acquisition and application are societal endeavors

that include the different parts of it working together. Therefore, producing graduates who are

skilled in their particular field is a herculean responsibility given to Higher Education Institutions

(HEIs) in the Philippines to educate people of discipline who have the knowledge and character

to deal with the constantly changing workplace of the twenty-first century (Magulod, 2019).

The Program for International Student Assessment (PISA) recently evaluated 600,000

students in 79 partner nations as part of its 2018 study. According to the report, the Philippines

scored the lowest overall for reading comprehension, coming in at 340 out of a possible 400. The

poll also reveals that in terms of science and mathematics, the Philippines came in second to

worst. From these statistics of PISA (2018), the Philippines was shown a perspective that the

learning strategies of students were deemed no longer effective.

However, due to the COVID-19 outbreak, a new era of learning was introduced,

including distance learning or online schooling was integrated for two years, and until today,

students study through online synchronous sessions both fully online or modular where

face-to-face and online sessions are mixed (Nolasco, 2022). The transition to a hybrid set-up has

led to a new set of strategies across the HEIs, such as the adjustment of the start of the school

calendar in August, which led to a transformation in students' learning strategies (Llego, 2022).

The transition of learning during the global pandemic affected the education of students

who were used to having effective interactions with their classmates and teachers while studying

daily (Quentin, 2014). One of the things to consider in dealing with learning strategies and study
 2

efforts is the confinement of students during the pandemic, which had significant positive effects

on their performance (Gonzales et al., 2020). They attributed these results to students' continuous

use of learning strategies which, in turn, improved their learning efficiency.

It is important to comprehend college students' preferred learning styles and study

practices (Magulod, 2019). Having a background in the different learning styles of students can

enhance their learning and at the same time help students strengthen self-actualization. Being

aware of the different learning style preferences of college students will eventually lead to more

effective learning experiences in their independent learning (Alavi & Toozandehjani, 2017). This

study addresses the issue of low reading comprehension levels among College students in the

Philippines, exploring correlations in the “new learning” faced during the adjustment to the

pandemic that can provide a guide for improvement in the HEIs (Caraig & Quimbo, 2022).

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. This study addresses and contributes to the body of

knowledge there is on the correlations behind a college student's academic motivation linked to

good study strategy and study effort in the Philippine context, the recent perspectives on

academic motivation based on a Filipino college student's environment, and the integration

intrinsic and extrinsic factors behind a student's motivation.

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Theoretical and Conceptual Framework

Academic motivation is a fundamental concept that pushes a student towards active

participation in their academic performance (Deci & Ryan, 2000). This includes a variety of

elements that work together to influence a student's motivation, desire, and engagement in the

learning process.

A student’s academic motivation can take place in two different ways: firstly, through a

series of study techniques combined with a commitment to complete a specific learning

assignment called a good study strategy. This is an efficient study method known as "Strategic

Learning," which blends elements of Surface Learning and Deep Learning, in order to

intentionally complete a task or performance (Fergus, 2022). Secondly, through the amount of

time and energy individuals devote to their academic studies or their study efforts. Students who

put more study effort are more likely to complete tasks properly and to stick with them through

difficult ones (Corno, 1986).

According to the self-determination theory (SDT), in every task we do, we have

psychological requirements of competence, autonomy, and relatedness that must be taken into

account in order to achieve motivation. These psychological needs help us perceive our goals.

The understanding of needs gives rise to the hypothesis that the perception of our goals has a

relation to behavior quality in our actions such as a student’s effort and study strategy in their

academics. Applying these concepts to the scope of this research, the self-determination theory

states that in order for a student to achieve academic motivation, they must achieve

psychological needs in order to properly gain the motivation to recognize their goals and align

their efforts and actions towards achieving these goals.

 4

In order to measure the Self-Determination Theory, there are internal and external factors

of the learning environment that influence a student’s academic motivation. Controlled

motivation (CM) comes from outside sources (or extrinsic factors), and autonomous motivation

(AM) comes from inside an individual (or intrinsic factors). These two types of motivations are

always present in an individual and once balanced, it is called the Relative Autonomous

Motivation. Therefore, the self-determination theory proposes that a student’s study effort and

study strategies depend on academic motivation which is the balance of intrinsic and extrinsic

motivation in their learning environment.

Figure 1. The Paradigm Showing the Relationship Between Academic Motivation, Good
Study Strategy, and Study Effort
Figure 1 illustrates how the independent variable, Academic Motivation, with data from

the Academic Motivation Scale (AMS–C28) correlates to Good Study Strategy measured by the

Revised Study Process Questionnaire (R-SPQ-2F) and Study Effort measured by the

self-reported data the number of hours a week they spent on independent study. The variables,

Academic Motivation, Good Study Strategy, and Study are positioned inside individual circles,

connected by a double-headed arrow that shows the correlation between the variables.
 5

Statement of the Problem

The primary goal of this study is to determine the relationship between academic

motivation, good study strategy, and study effort among college students in a Catholic school in

Manila.

Particularly, the researchers seek to answer the following questions:

1. What is the level of academic motivation of the participants?

2. What is the level of good study strategy of the participants?

3. What is the level of study effort of the participants?

4. Is there a significant relationship between the academic motivation and the levels of

good study strategy of the participants?

5. Is there a significant relationship between the levels of good study strategy and the

levels of study effort of the participants?

6. Is there a significant relationship between the levels of academic motivation and the

levels of study effort of the participants?

Hypothesis

The following hypotheses will be analyzed using a 0.05 level of significance:

1. There is no correlation between academic motivation and good study strategy.

2. There is no correlation between good study strategy and study effort.

3. There is no correlation between academic motivation and study effort.

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Significance of the Study

Academic motivation has paved the way for better study strategy and study. As lockdown

measures are implemented in most of the world, the study strategies have been widely

transformed and it has reached unprecedented peaks. This study determines the relationship of

academic motivation to good study strategy and study effort, which may adhere to changes to

regulate academic performance for Filipino college students.

The study of academic motivation, effective study strategies, and study effort among

college students holds significant theoretical and practical importance in three ways. Firstly, the

examination of these aspects facilitates a deeper understanding of the manner in which pupils

actively participate in the process of acquiring knowledge. Secondly, this phenomenon elucidates

the cognitive, emotional, and behavioral dimensions inherent in the process of acquiring

knowledge and skills that contribute to the advancement and enhancement of theories pertaining

to motivation. Lastly, empirical investigations on academic motivation provide opportunities to

examine and refine theoretical frameworks such as the Self-Determination Theory.

Definition of Terms

The following are the conceptual and operational definitions of the variables stated in the

research title:

This refers to the fundamental psychological concept of a student’s

active participation in academic endeavors, numerous factors are
measured including, both intrinsic and extrinsic motivation which
impacts a student's eagerness, determination, and involvement in
the educational process (Deci & Ryan, 2000).

This refers to the scores achieved on the Academic Motivation

Scale (AMS-C 28).
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This refers to the configuration of study tactics used together

purposefully to accomplish a particular learning task (Wade et al.,
1990). Uses 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 note-taking and test preparation systems, and support
strategies such as techniques for organizing study time, dealing
with performance anxiety, and directing attention to all learning
tasks at hand (Kusurkar et al., 2012).

This refers to the scores as measured by the Revised Study Process

Questionnaire R-SPQ-2F.

Study Effort refers to the time and energy students invest in their
educational pursuits, It's influenced by students' perceptions about
the effectiveness of their effort in achieving academic success,
with the study demonstrating that changing these beliefs through
information provision can significantly impact the amount of effort
students put into their learning activities (Ersoy, 2023).

This refers to the reported number of hours a week spent on

studying.

An individual pursuing higher education, focusing on their

experiences and perceptions of connectedness, is considered an
essential element of student satisfaction, academic success, and
retention (Farrell et al., 2018).

This refers to the participants of the study who are first-year to

fourth-year college students studying in a Catholic school in
Manila and are enrolled in at least 21 units in the first semester of
the Academic Year 2023-2024.
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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 which investigates the relationships

behind a student's motivation. The researchers also present 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

that collectively impact a student's eagerness, determination, and involvement in the educational

process (Deci & Ryan, 2000). Academic motivation is composed of intrinsic or extrinsic

motivations that differ in the factors that influence them. 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 (Berestova et al., 2022).

These intrinsic and extrinsic factors of motivation can be best explained by the

Self-Determination Theory (SDT) of Deci and Ryan (2000) which 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; Competence pertains to the feeling of being capable and effective in

handling academic tasks; and Relatedness emphasizes the importance of meaningful connections

and relationships with peers and teachers. When these fundamental requirements are met, there is

an increased likelihood that students will encounter self-driven motivation (Deci & Ryan, 2000).
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Motivation and Active Learning. Numerous studies have been done to show it is

important to emphasize that fulfilling these psychological needs is not solely crucial for excelling

academically but also contributes significantly to the cultivation of a favorable learning

atmosphere (Grolnick & Ryan, 1989; Williams & Deci, 1996). A student’s motivation is a

determining factor for their academic performance and in return, ensures the sustainability of

what they are learning. This is because 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 in the long run (Grolnick

& Ryan, 1989). This shows that when students fulfill their psychological needs in learning, it is

ensured that they will utilize these learnings in the long run, and actively apply these outside the

classroom.

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

academic motivation (Winne & Perry, 2000; Zimmerman, 2008). This concept explains the

crucial role of 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).
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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). It is shown that teachers

who perceive their competency also perceive autonomy, leading them to be more motivated to do

their job.

Motivation and Academic Performance. Research findings consistently affirm a strong

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

2012). Amongst all components of academic motivation, intrinsic motivation 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). This means that 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. Intrinsically motivated 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).

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.,
 10

1996). This is why educators play a pivotal role in shaping students' academic motivation and,

consequently, their performance for they are the factors that determine a learning environment

(Deci & Ryan, 2000).

Influence of Aspirations and Goals to Motivation. A student’s aspirations and life goals

also significantly shape their academic motivation (Ryan et al., 1996). According to the research

by Ryan, Sheldon, Kasser, & Deci, 1996, similar to motivation, an individual’s aspirations and

goals 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

(Ryan et al., 1996). The sustainability of learning is dependent on the cultivation of intrinsic

motivators that recognize an individual’s psychological needs as a learner. The challenge for

educators is to cultivate intrinsic motivators, even in the presence of external motivators like

grades (Brenner, 2022). Therefore, there must be a balance between these two components.

Good Study Strategy

A Good Study Strategy is a configuration of learning strategies used together in a

purposeful way to accomplish a particular learning task (Wade et al., 1990). Defining a good

study strategy further, these are the effective use of learning strategies, which is the approach that

students take to learn their course material (Bickerdike et al., 2016). For a student to purposefully

achieve a task or performance, they must determine an effective study strategy that is defined as
 11

Strategic Learning, which combines aspects of Surface Learning and Deep Learning (Fergus,

2022).

Deep learning considers the relevance of the material being taught and tries to make

sense of it by making connections between ideas and facts. This seeks the underlying meaning

and makes an effort to handle material holistically. By integrating the material with what they

already know, the students create their interpretation of the course material by asking “Why do I

need to learn this?”. Long-term idea retention is promoted and critical analysis is developed

through deep learning (Yaguarema et al., 2022).

Surface Learning emphasizes the memorization of specific facts or information in a way

that indicates sufficient knowledge to complete a task. A surface learning method views tasks as

something that must be overcome or as an imposition. The main objective of surface learning is

"What do I need to pass?”. Learning might not foster comprehension and be more surface-level.

Students could concentrate on disconnected information that they think they will have to

memorize for a later evaluation, like an exam (Entwistle, 1988).

Academic performance largely depends on effective study techniques that act out

Strategic Learning. This includes efficient note-taking, time management, and active memory

techniques (Gbollie & Keamu, 2017). These techniques form the most effective study materials

that 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

study 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
 12

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 to effectively integrate it through all of their senses, properly encrypt it, and

store it so that it can be recovered shortly when it is needed (Ausubel, 1968). A good study

strategy determines the longevity of learning for it creates the intrinsic motivations that allow a

learner to apply the concepts they learned in the long run. This is why 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".

Study Effort is a variable that is defined by the study time or the number of hours a

student puts into studying (Liu, 2022). Depending on their level of knowledge sophistication,

learning capacity, and desired careers, students were found to require varying degrees of effort in

two main ways. First, to improve their grades, students need to dedicate the required study time.

Second, to align their goals to enhance learning abilities rather than imposing more demands on

study time to achieve academic success. A 1-4 scale was used to evaluate the amount of study

time per week (1 = less than two hours, 2 = two to five hours, 3 = five to ten hours, 4 = more

than ten hours). It was found based on the demographics on study time of Liu's (2022) research,
 13

there exists a positive linear correlation between students' grades and the amount of time they

spend studying. This suggests that more study time is positively correlated with improved

academic achievement.

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
 14

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
 15

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). This motivation is best described by the

Self-Determination Theory (Autonomy, Competence, Relatedness) which explains that the

academic 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).
 16

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 learning strategy. The main gaps in the literature are the

following: (1) It was observed that most of the studies were conducted among high school

students (Brenner, 2022; García & Pintrich, 1994) or university students in other countries

(Yaguarema et al., 2022; Berestova et al., 2022) and little is known about college students in the

Philippines; (2) 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 mediate learning strategies into the

mechanisms of motivation in the academic setting; and (3) most 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. Therefore, this study will

attempt to identify the relationship between academic motivation linked to good study strategy

and study effort by determining the correlations behind college student’s academic motivation in

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

the environment of a Filipino college student, and provide a study integrating both intrinsic and

extrinsic factors behind a student’s motivation.

 17

CHAPTER 3
METHOD

This chapter discusses the relevant research techniques and metrics used to meet the

study's objectives. It includes and outlines the several components of the research such as the

research design, participants, instrument, process, and data analysis.

Participants

This research has a target of at least 30 college students based on the Central Limit

Theorem. This recommends at least 30 samples since normality should be taken into account on

a parametric test such as a Pearson r which will be utilized in this research (David, 1938). The

participants will be selected using the following criteria: (1) the respondent is a first-year to

fourth-year college student studying in a Catholic school in Manila, and (2) the respondent must

be enrolled in at least 21 units in the first semester of Academic Year 2023-2024.

Convenience sampling, a non-random sampling technique that involves selecting

participants based on their accessibility and availability, will be employed. Locations within the

university with the most student traffic such as the library and classrooms are to be utilized as the

primary spots to recruit respondents. To attract more people to join, a free candy will be given to

each participant who accomplishes the survey.

Measures

This study equips a three-part questionnaire, specifically, the Academic Motivation Scale

(AMS-C 28), the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F), and a

demographic question on Study Effort.

 18

Academic Motivation Scale (AMS-C 28). The first part of the questionnaire is the

Academic Motivation Scale. The Academic Motivation Scale (AMS-C 28) is a self-report

questionnaire created by Robert Vallerand and his colleagues in the early 1990s to assess a

student's levels of academic motivation. The AMS was created to determine how motivated

people are to complete academic assignments and activities as well as the underlying causes of

their motivation. The AMS was founded on the Self-Determination Theory (SDT) which claims

that people have three fundamental psychological needs: autonomy, competence, and

relatedness. According to SDT, people are more likely to be intrinsically driven, which means

they engage in an activity out of inherent delight or satisfaction, when these fundamental

psychological requirements are met.

The scale measures the same seven components of the Motivation Scale Toward College

Studies (CEGEP). It has 28 items which can be scored on a 7-point scale. The subscales, which

include a total of 28 items each, are further broken down into seven groups: intrinsic motivation

to know, intrinsic motivation to achieve, intrinsic motivation to feel the stimulation, identifiable

regulation, introjected regulation, external regulation, and motivation. While extrinsic motivation

refers to engaging in an activity for external benefits or to avoid bad outcomes, intrinsic

motivation refers to enjoying or finding fulfillment in an activity on its terms. Amotivation

describes a lack of interest or motivation for the action.

The scores for each subscale may be calculated once the data has been gathered by

summing the replies to the relevant items and dividing by the subscale's total number of

questions. Each subscale receives a score between 1 and 7, with higher scores denoting stronger

levels of motivation. Relative Autonomous Motivation (RAM), Controlled Motivation (CM),

and Autonomous Motivation (AM) are the variables to be utilized in the data analysis. AM
 19

serves as a gauge for a student's level of internal motivation, and the intrinsic motivation and

identified regulation subscales of the AMS were used to compute AM. CM is a measurement of

motivation that is rooted outside of the self (external motivation), therefore, it is influenced by

other forces (Vallerand et al., 1992). The average scores on the AMS's introjected regulation and

external regulation subscales are added up to determine CM. Cronbach's alpha coefficients for

the AMS subscales have ranged from .71 to .92, indicating good to excellent internal

consistency.

Revised Study Process Questionnaire-2 Factors (R-SPQ-2F). The R-SPQ-2F in the

second part of the questionnaire is a straightforward questionnaire that teachers may use to assess

both their teaching methods and their students' learning strategies created by Biggs and

colleagues in 2001. This is a 20-item scale intended to determine how tertiary students approach

learning in a research or classroom environment. The scale testing initially included a collection

of 43 items. R-SPQ-2F (Biggs et al., 2001) contains 20 questions on four subscales (Deep

Motive, Deep Strategy, Surface Motive, and Surface Strategy) that measure the Deep and

Surface approaches to learning.

Students respond to these questions using a Likert scale with a maximum score of 5, with

1 corresponding to "rarely true of me" and 5 corresponding to "always true of me." Every learner

occasionally uses both sorts of tactics (Biggs et al., 2001). Since deep strategy is regarded as the

"good" form of approach that students should utilize (Biggs et al. 2001), the researchers intend to

use a score that indicates the relative use of deep strategy. By deducting the mean SS item scores

from the mean DS item scores, the researchers will combine these two scores to create a single

score we named Good Study Strategy (GSS). Vansteenkiste et al. developed an optimum learning
 20

composite using the results of the LASSI (Learning And Study Strategies Inventory;

Vansteenkiste et al. 2005) using a computation of a similar nature.

Scale reliability results for the questionnaire's final version met acceptable Cronbach

alpha standards. The majority of regular users of this scale are anticipated to add up the

corresponding 10 items to determine the scores for both Deep Approaches (DA) and Surface

Approaches (SA). The sample's acceptable Cronbach alpha values for DA and SA are 0.73 for

DA and 0.74 for SA.

The general demographic information adapted from Liu (2022) is the last part of the

questionnaire which includes solely question on the participants number of hours a student puts

into studying that defines their study effort. A 1-4 scale will be used to evaluate the amount of

study time per week (1 = less than two hours, 2 = two to five hours, 3 = three hours, 4 = three to

four hours and more than ten hours).

Procedure

To be able to examine the research difficulties under precise and predetermined settings,

the researchers use a quantitative approach to perform this investigation. By using correlational

research, a type of nonexperimental research that utilizes correlation coefficients, a measurable

indicator that quantifies the link between two variables, including its intensity and direction, the

researchers would be able to determine and describe the relationship between academic

motivation, good study strategy, and study effort.

A short introduction about the study will be included on the front page of the survey for

people to get a glimpse of what the study is about and to attract more participants. On the second
 21

page, the consent form is included where the participants have to agree and sign with their

initials before proceeding to the questionnaire itself. A copy of the lead researcher's contact

information is also available on the first page, so if the participants have to ask any questions

beforehand, they would be able to contact the researchers.

The Academic Motivation Scale (AMS) questionnaire is on the next page of the form,

followed by the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F), and demographic

question on Study Effort (the number of hours a week one spends on independent study) on the

following page. The data collection process will take about 1 month to gather as many

participants and to double-check the responses afterward. The candy to be given on behalf of

their response will be given after the survey is fully accomplished and checked by the researcher.

All irrelevant data that does not align with the scope of the study will be discarded, and the

researchers will be able to proceed to data analysis utilizing the JASP v0.15 software with the

finalized collated data.

Data Analysis

With the use of the statistical program JASP v0.15 (Han & Dawson, 2020), the current

study will employ quantitative analysis, and the data acquired will be examined using both

descriptive and inferential statistics.

In answering specific question number 1, 2, and 3, the mean and standard deviation will

be used to obtain the perceived levels of (1) academic motivation, (2) good study strategy, and

(3) study effort in Filipino college students. For specific questions number 4, 5, and 6, Pearson r

will be utilized to see correlations between (4) academic motivation and good study strategy, (5)

good study strategy and study effort; and (6) academic motivation and study effort.
 22

Limitations of the Study

This section contains conceptual and methodological issues that might affect the

soundness of the claims that the present research will bring about. Here the student will report

and discuss possible drawbacks regarding theories and methods they intend to use. While the

investigation may uncover associations between variables, it cannot establish a causal

relationship between them. In this regard, while there may be a correlation between more

motivation and improved study strategies, the research findings do not provide conclusive

evidence of a causal relationship.

According to Theobald (2021), there is a potential for participants to encounter

challenges in accurately recollecting their study routines and the underlying motivations,

especially when the research inquiry pertains to a retrospective examination of participants' prior

behaviors. The presence of ethical limitations can impose certain boundaries on the extent to

which individuals participating in a research study can be observed while performing tasks

linked to the study. Consequently, this may lead to a decrease in the precision and reliability of

data on the participants' efforts in completing the tasks. Along with this, the generalizability of

the findings from this study may be limited to a certain subset of college students (Wisniewski,

2020). It might be hard to apply the results to a larger group of people because the people who

took part were chosen based on factors like demographic similarity, academic major bias, or

institutional specificity. According to Tetzlaff (2020), the findings present challenges in drawing

definitive conclusions. Highlighting these limitations is crucial for maintaining the credibility of

the research and facilitating a comprehensive comprehension of the potential constraints that

could impact the results of the study.

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 APPENDICES

Appendix A
Informed Consent Form

Dear Participants,
We are third-year Psychology students from San Beda University, and are conducting a study
entitled “Academic Motivation, Good Study Strategy, And Study Effort Of Selected College Students.”
The purpose of this study is to determine the possible effects of academic motivation on study strategy
and study efforts, which determine the academic performance of Filipino young adults who have been
introduced to the new normal of formal education in the hybrid set-up.
This study is composed of a three-part questionnaire consisting of the Academic Motivation Scale
(AMS-C 28), the Revised Study Process Questionnaire-2 Factors (R-SPQ-2F), and self-reported data on
study effort (the number of hours they spent on independent study). The estimated time of completion
would be a total of 5 to 8 minutes maximum. This study is not meant to diagnose a student’s motivation in
any way clinically and only looks into behavior toward their academic performance.
This paper will be submitted as a partial fulfillment of their final requirements for the subject
PSY108 Field Methods in Psychology. Hence, we humbly ask for you to participate and answer all the
questions as subjectively as possible. Rest assured that all your responses will be treated with strict
confidentiality and all gathered data will only be used for the research and final paper. In any event, in
which you feel uncomfortable, you may decline and withdraw your participation at any time if you choose
to without any questions.

Contact Information:
If you have any concerns or questions about this study, you may contact:
Mari Ernestine N. Okol
+63153536068
2021-01967@sanbeda.edu.ph

Respectfully yours,

______________________ ______________________ ______________________

Mari Ernestine N. Okol Coleen Mae I. Carpio Rafael Estacio Orense

______________________ ______________________ ______________________

Julien Mae C. Serrano Marco Louis Tayag James Andrei T. Villanueva

CONFORME

I understand that my participation in this study is voluntary and the information I provide will be
kept confidential, therefore I give my consent.
_ Yes, I understand.
_ No, I wish to decline.
 Appendix B
Questionnaire: Academic Motivation Scale (Vallerand et al., 1992)

Using the scale below, indicate to what extent each of the following items presently corresponds
to one of the reasons why you go to college. If the item does not correspond at all, choose 1, but
if the item corresponds exactly, choose 5.

1 2 3 4 5

Does Not
Corresponds a Corresponds Corresponds A Corresponds
Correspond At
Little Moderately Lot Exactly
All

Why do you go to college?

1. Because with only a high-school degree I
1 2 3 4 5
would not find a high-paying job later on.

2. Because I experience pleasure and

1 2 3 4 5
satisfaction while learning new things.
3. Because I think that a college education
will help me better prepare for the career I 1 2 3 4 5
have chosen.
4. For the intense feelings I experience when
1 2 3 4 5
I am communicating my own ideas to others.
5. Honestly, I don't know; I really feel that I
1 2 3 4 5
am wasting my time in school.
6. For the pleasure I experience while
1 2 3 4 5
surpassing myself in my studies.
7. To prove to myself that I am capable of
1 2 3 4 5
completing my college degree.
8. In order to obtain a more prestigious job
1 2 3 4 5
later on.
9. For the pleasure I experience when I
1 2 3 4 5
discover new things never seen before.
10. Because eventually, it will enable me to
1 2 3 4 5
enter the job market in a field that I like.
11. For the pleasure that I experience when I
1 2 3 4 5
read interesting authors.
12. I once had good reasons for going to
college; however, now I wonder whether I 1 2 3 4 5
should continue.
 Why do you go to college?
13. For the pleasure that I experience while I am
surpassing myself in one of my personal 1 2 3 4 5
accomplishments.
14. Because of the fact that when I succeed in
1 2 3 4 5
college I feel important.
15. Because I want to have "the good life" later on. 1 2 3 4 5
16. For the pleasure that I experience in broadening
1 2 3 4 5
my knowledge about subjects which appeal to me.
17. Because this will help me make a better choice
1 2 3 4 5
regarding my career orientation.
18. For the pleasure that I experience when I feel
completely absorbed by what certain authors have 1 2 3 4 5
written.
19. I can't see why I go to college and frankly,
1 2 3 4 5
I couldn't care less.
20. For the satisfaction I feel when I am in the
process of accomplishing difficult academic 1 2 3 4 5
activities.
21. To show myself that I am an intelligent person. 1 2 3 4 5
22. In order to have a better salary later on. 1 2 3 4 5
23. Because my studies allow me to continue to
1 2 3 4 5
learn about many things that interest me.
24. Because I believe that a few additional years of
education will improve my competence as a 1 2 3 4 5
worker.
25. For the "high" feeling that I experience while
1 2 3 4 5
reading about various interesting subjects.
26. I don't know; I can't understand what I am
1 2 3 4 5
doing in school.
27. Because college allows me to experience
personal satisfaction in my quest for excellence in 1 2 3 4 5
my studies.
28. Because I want to show myself that I can
1 2 3 4 5
succeed in my studies.
 Appendix C
Questionnaire: The Revised Study Process Questionnaire (Biggs et al., 2001)

Choose the appropriate number that corresponds to your level of agreement with each statement.
For instance, if you think that the statement is never or only rarely true, choose 1, but if you
think that the statement is always or almost always true, choose 5.

1 2 3 4 5
True Of
Never or Only
Sometimes True Me About Frequently True Almost or
Rarely True Of
of Me Half The of Me Always True
Me
Time

Deep Motive
1. I find that at times studying gives me a
1 2 3 4 5
feeling of deep personal satisfaction.

2. I feel that virtually any topic can be

1 2 3 4 5
highly interesting once I get into it.
3. I find that studying academic topics can
at times be as exciting as a good novel or 1 2 3 4 5
movie.
4. I work hard at my studies because I find
1 2 3 4 5
the material interesting.
5. I come to most classes with questions in
1 2 3 4 5
mind that I want to answer.

Deep Strategy
6. I find that I have to do enough work on
a topic so that I can form my own 1 2 3 4 5
conclusions before I am satisfied.
7. I find most new topics interesting and
often spend extra time trying to obtain 1 2 3 4 5
more information about them.
8. I test myself on important topics until I
1 2 3 4 5
understand them completely.
9. I spend a lot of my free time finding out
more about interesting topics that have 1 2 3 4 5
been discussed in different classes.
10. I make a point of looking at most of
the suggested readings that go with the 1 2 3 4 5
lectures.
Surface Motive
11. My aim is to pass the course while
1 2 3 4 5
doing as little work as possible.

12. I do not find my course very

interesting so I keep my work to the 1 2 3 4 5
minimum.
13. I find I can get by in most assessments
by memorizing key sections rather than 1 2 3 4 5
trying to understand them.
14. I find it is not helpful to study topics in
depth. It confuses and wastes time when
1 2 3 4 5
all you need is a passing acquaintance
with topics.
15. I see no point in learning material that
1 2 3 4 5
is not likely to be in the examination.

Surface Strategy
16. I only study seriously what’s given out
1 2 3 4 5
in class or in the course outlines.

17. I learn some things by rote, going over

and over them until I know them by heart 1 2 3 4 5
even if I do not understand them.
18. I generally restrict my study to what is
specifically set as I think it is unnecessary 1 2 3 4 5
to do anything extra.
19. I believe that lecturers shouldn’t
expect students to spend significant
1 2 3 4 5
amounts of time studying material
everyone knows won’t be examined.
20. I find the best way to pass
examinations is to try to remember
answers to likely questions (questions that 1 2 3 4 5
are presumably going to show up in the
exam).
 Appendix D
Demographics Question on Study Effort (Liu, 2022)

Choose the appropriate number that indicates your amount of study time per week.

1 2 3 4
Less Than Two Two to Five More Than 10
Five to Ten hours
Hours Hours Hours

How many hours a week do you spend on self-study? ________