Relationship Between Motivation and Commitment of Seminarians

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Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 1

Relationship between Motivation of Seminarians and

Their Commitment to the Priesthood

Albert J. Ignacio

Ateneo de Manila University

Reynold A. Sombolayuk

Ateneo de Manila University


Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 2

ABSTRACT

Vocation of priesthood is influenced by many factors including motivation and

commitment. Many studies from different fields showed the significant relationship between

the two. This study was to investigate the relationship between motivation and commitment

of the seminarians. There were five variables that were examined i.e. intrinsic motivation,

extrinsic motivation, affective commitment, continuence commitment, and normative

commitment. Adapted from several studies, a 58 item questionnaire printed on an A4 sheet of

paper was developed to measure the variables. Using survey, data from 64 seminarians, who

were studying theology, were collected. A series of Pearson Product Moment of Correlation

Coefficients revealed that intrinsic motivation and affective commitment were significantly

related. Likewise, there were significant relationship between extrinsic motivation and

continuance commitment. Whereas simple linear regressions showed that affective

commitment was predicted by intrinsic motivation, and continuance commitment was

predicted by extrinsic motivation. Implication and limitation of the findings were discussed.

Key words: vocation; motivation; commitment; seminarians; priesthood


Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 3

Relationship between Motivation of Seminarians and

Their Commitment to the Priesthood

Priesthood is a special ministry in the catholic church. Priests are men who received

sacred ordination and mission from the bishops to promote the service of Christ as the

Teacher, Priest and King (Paul VI, 1965b). Compared to other jobs, it is quite unique because

it deals with spiritual things like eternal salvation, prayer, and sins. Sharing the ministry of

Jesus Christ, priests can preach the Gospel, preside at mass, anoint the sick, absolve sinners,

proclaim and explain the Gospel, give blessings, and lead the ecclesial community.

Therefore, Catholic priesthood is absolutely needed to continue the work of Christ's

redemption, the existence of the Catholic Church, and the moral survival of the human race

(Hardon, 1998).

According to Vatican statistics (2017), the number of Catholics worldwide has

increased and reached 1.285 million. Yet, the total number of priests around the world was

415,656. It means that on average one priest leads around 3000 people. It is even worse when

going to America and Africa where every priest has to minister more than 5,000 people. This

is not a good ratio in an effective pastoral ministry. Unfortunately, this situation will not

change much in the future when seeing the number of candidates for the priesthood who are

studying philosophy and theology was decreasing to 116,843 men from 116,939 in the

previous year, and 118,251 in the other year (Vatican, 2017). This situation where there is a

shortage of priests has been realized and mentioned in the news (Mickens, 2015; Uy, 2013).

Pope Francis, the leader of the Catholic Church, knew this situation and addressed some

solutions, which one of them was vocation (Scanlon, 2017).   

Vocation to the priesthood is a call from God to take part in the priesthood of Christ

and to be united with Him to serve the Church with the word and the grace of God

(Congregation for Clergy, 2016). It is a gift of divine grace that is processed, developed, and
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 4

matured in one’s life until he becomes aware of it, and then seals it in sacramental ordination.

Hence, even there is a high need of priests, the bishops cannot just ordain anybody. The

person must have vocation to the priesthood. Aside from that, priests are also bound to live

celibacy, detach from property, and obey their superiors (Paul VI, 1965b). Such kind of life is

not easy and attractive for many people especially young men. Fortunately, In Africa and

Asia, young men who feel the call are still many. In fact, according to Vatican statistics

(2017), there is an increase by 30.9% in Africa and 29 .4% in Asia.

Though they feel the call, however, it is not easy to distinguish between people who

have vocation and who do not. It takes almost ten years to come to the decision that a person

is called or not. Seminary is a place where these men are formed, educated, and selected. It is

a place where they are prepared for the ministry of the word of God, for the ministry of

worship and of sanctification, and for the ministry of the parish (Paul VI, 1965a). Since the

place of formation is called seminary, these men are usually called seminarian and priests

who accompany and train them are called formator.

Vocation to the priesthood is a gift from God to a person (Congregation for the

Clergy, 2016). Two aspects of vocation are motivation and commitment (Francis, 2015).

Those who have vocation usually have also commitment and high motivation. This study will

investigate the relationship between motivation and commitment. It will also examine

whether one’s motivation can predict his commitment. It is hope that the findings can

contribute to the formation in the seminary.

Theory of Motivation

Motivation is the urge that drives and affects people’s behavior. A person is called

motivated if he is moved to do something (Ryan & Deci, 2000). Before, motivation was

considered as meeting the needs satisfaction i.e. Maslow, but current research sees it as a

force to accomplish personal and organizational goals (Khan & Iqbal, 2013). Environment
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and culture influence the different amounts and different kinds of motivation (Aworemi,

Abdul-Azeez, & Durowoju, 2011; Deci & Ryan, 2000).

Intrinsic Motivation

According to Herzberg (1966), factors that motivate people’s behavior can be

categorized into two: motivator factor and hygiene factors. Motivator factors are factors that

relate to the content of the job and the worker’s relationship to it. For instance, enjoyment,

responsibility, autonomy, achievement, promotion, personal challenge, and satisfaction are

part of motivator factors (Amabile,1993; Khan & Iqbal, 2013). Since the factors are inherent

in the work, it is also called intrinsic factor (Amabile,1993; Ryan & Deci, 2000; Khan &

Iqbal, 2013). If the workers do not have this motivation, they will not be dissatisfied but they

also will not experience satisfaction.

Intrinsic motivation has a strong influence on workers’ creativity (Zhang & Bartol,

2010). It helps people to grow in knowledge and skills (Amabile,1993). Good result of the

job gives satisfaction and joy. It also challenges the workers to do better especially when they

feel that the job is important. The challenge and significance of the job make it more

interesting. The more the workers are motivated the more they will involve and engage in a

job role. Survey of a study suggests that employee considers intrinsic motivational factor

better motivation than extrinsic motivation (Aworemi et al., 2011). In underdeveloped

countries, however, where people still meet their basic needs e.g. food, and shelters, extrinsic

motivational factors can be more valued. In a research study in Nigeria, some employees

favor intrinsic motivation factors while some value extrinsic motivation (Aworemi et al.,

2011).

Intrinsic Motivation of Seminarians

While most studies focused on intrinsic motivation in the workplace, it can also be

applied in different fields (Ryan & Deci, 2000; Khan & Iqbal, 2013). For instance,
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Augustyniak et al. (2016) examined intrinsic motivation as a component for student success.

Allport and Ross (1967) also used similar terms when investigating religious orientation. He

named intrinsic to a motivation that emerge from a religious belief itself. These people live

their religion and identifyi it as an end and the core of their being.

Similarly, this study will investigate intrinsic and extrinsic motivation in its relation to

seminarians’ commitment. According to Sunardi (2014), there are three groups of intrinsic

motivation of the seminarians: altruistic value, existential or personal value, and a spiritual

value. Altruistic value is the urge to help others without any personal interest. Greeley (2004)

said that it is the most essential component of the priesthood. The second group is existential

or personal value, which is a desire to seek for a meaningful life. This second value is more

noticeable among older seminarians or late vocations (Hicks, 1981). Whereas the third which

is a spiritual value is a desire to follow Jesus and serve God. A person can have these three

values but one is higher in rank than the other. For instance, young seminarians put the

altruistic value first, before the existential value. This intrinsic motivation is more favorable

for the priesthood and its persistence. Studies have shown the tendency of the seminarians to

have an intrinsic motivation which also significantly affect their spirituality and commitment

(Mahalik & Lagan, 2001; Reinert & Bloomigdale, 2000). Therefore, to be ordained, a

seminarian must have intrinsic motivation especially the spiritual value. Unlike in the

workplace where self-esteem is included in intrinsic motivation (Khan & Iqbal, 2013), in the

religious context, only self-actualization and transcendence need can be put in intrinsic

motivation (“Congregation for the Clergy”, 2016).

Extrinsic Motivation

Different from motivator or intrinsic factor, hygiene factors are related to the

surrounding context (Herzber, 1966). People are extrinsically motivated when they want to

obtain the goal that is apart from the work itself, e.g. salary, jobs’ security, and general
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 7

working conditions, and recognition (Amabile,1993; Khan & Iqbal, 2013). These factors

would not necessarily motivate an individual to work hard but the absence of such factors

may cause dissatisfaction and unhealthy environment in organization. Since it is not

inherently related to the job but being a separable outcome, it is also called the extrinsic

factor (Ryan & Deci, 2000; Khan & Iqbal, 2013).

Extrinsic motivation has significant role in individual’ performance. It can boost the

performance. Sometimes it becomes an effortless solution for task fulfillment. However,

some researchers perceive that extrinsic motivation can lower creativity because people will

focus on materialistic reward instead of tasks itself (Khan & Iqbal, 2013). It happens

especially in developed countries where extrinsic motivational factors are not considered best

motivational factor (Aworemi et al., 2011). Moreover, extrinsic motivational factors can

decrease intrinsic motivation when people prioritize predicted tangible rewards than

creativity, effectiveness, and satisfaction (Deci, Koestner, & Ryan, 2001). Individual current

circumstances and level of needs impinge the effectiveness of the motivation (Khan & Iqbal,

2013). Though it seems that there is a negative relationship between intrinsic and extrinsic

motivation, current research however showed that the two type of motivation can also support

each other (Khan & Iqbal, 2013).

Extrinsic Motivation of Seminarians

In the workplace, both intrinsic and extrinsic motivation can be promoted. In religious

context, however, it is different. Only intrinsic motivation is valued since extrinsic motivation

can lead to abusing one’s religion (Allport & Ross, 1967). Religion and its value are just

instruments to reach something else i.e. social or external values and beliefs. People with this

motivation hold religious beliefs in order to attain something else such as security,

sociability, status, or self-justification. These factors are similar to Maslow’s, physiological

needs, safety needs, belongingness needs, and esteem needs (Khan & Iqbal, 2013).
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 8

However, it does not mean that seminarians cannot have extrinsic motivation.

Sometimes it can be an entrance to intrinsic motivation. Through the process of formation in

the seminary, extrinsic motivation can be purified to be an intrinsic motivation. This process

can go through four types or stages of external motivation based on its autonomy:

amotivation, introjected regulation, identification, and integrated regulation (Amabile, 1993;

Ryan & Deci, 2000). The least autonomous form is amotivation. It is the state of lacking an

intention to act. It can be caused by lack of intentionality, not valuing an activity, not feeling

competent or not believing on the result. In this state, behaviors are performed to get

externally imposed reward. The second type is introjected regulation. According to

introjected regulation, the reason of a behavior is to avoid guilt or anxiety or for self-pride.

The third type which is more autonomous is identification. In this state, the personal

importance of a behavior is acknowledged and performing voluntarily. The final type is

integrated regulation. It happens when regulation assimilates with one’s values and needs. It

shares many similarities with intrinsic motivation, but still extrinsic, because behavior

motivated by values separated from the job itself. The four types are not static but dynamic

(Ryan & Deci, 2000). At the beginning a seminarian attended the Holy Mass just to please

the formators, but later he attended the Holy Mass because he wanted to meet Jesus who was

present there.

According to Lechner (2013) there are three levels of comparison between extrinsic

and intrinsic motivation: (1) motivations contra to a divine vocation; (2) motivations that are

integrated into divine vocation; and (3) motivations that are transformed into divine

motivation. In the first level, extrinsic motivation must totally be changed because it is

against the true purpose. For instance, motivation for gaining money is contra to service for

the poor. In the second level, motivation is still extrinsic but integral to divine vocation, e.g.
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 9

feeling satisfied from the ministry. In the third level, motivation is not extrinsic anymore but

has become intrinsic e.g. personal satisfaction has turned into a loving service.

Commitment of the Seminarians

Sunardi (2014) offered integral meaning to the concept of commitment in the vocation

of the priesthood. He explained it in four ways. Firstly, someone is called committed if he

accepts and believes the values of priesthood. Secondly, he is committed if he is willing to

labor or sacrifice for the goals of priesthood. Thirdly, he is called committed if he perseveres

in the priesthood. And fourthly, he is committed if he has and fulfills his moral and spiritual

obligation to the priesthood.

This commitment can be categorized into three types: affective, continuance, and

normative commitment (Meyer & Allen, 1997). Affective commitment is related to the

emotional attachment, identification, and involvement. A seminarian who has strong affective

commitment remains in his commitment because he wants it. Continuance commitment

means the awareness of the risk if the commitment is cut off. Seminarians have this kind of

commitment if they remain in the seminary just because they do not want their parents to feel

sad. In other words, they need to do so to please their parents. Normative commitment refers

to a feeling of obligation to continue the commitment. People with this kind of commitment

feel that they ought to do so.

These three types of commitment sometimes do not exclusively exist (Sunardi, 2014).

They can, however, exist in a person in varying degrees. Therefore, they are better called

component than type. For instance, a seminarian might feel a strong affection to his vocation,

but at the same time he might also fear the risk of leaving the seminary. The interaction of

these three types of commitment influence a person’s behavior. For instance, a seminarian

might be not very happy in his vocation if continuance commitment is much higher than his

affective commitment. From the three components, however, the most preferable
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 10

commitment is the affective commitment (Landy & Conte, 2007). Other studies found that in

the collectivist cultures normative commitment is more valued than the other components.

(Vardi, Wiener, & Popper, 1989).

The Purpose of the Study

The present study seeks to investigate the relationship between motivation and

commitment of the seminarians. Specifically, it aims to answer the following questions:

A. What is the relationship between intrinsic motivation and affective, continuance, and

normative commitment?

B. What is the relationship between extrinsic motivation and affective, continuance, and

normative commitment?

C. Between intrinsic and extrinsic motivation which is a better predictor of affective,

continuance, and normative commitment?

The following hypotheses are going to be tested:

A. There is a significant relationship between intrinsic motivation and affective, continuance,

and normative commitment.

B. There is a significant relationship between extrinsic motivation and affective,

continuance, and normative commitment.

Method

Participants

To find the relationship between motivation and commitment we conducted a survey

to seminarians who were studying theology in a theology school in Metro Manila. We were

able to get 65 respondents. These seminarians came from first to forth years in college and

from different congregations and dioceses. Most of them were Filipinos who came from

different hometowns.
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Materials

Table 1 shows a summary of the variables that would be measured in the study. For

this study, a 58 item questionnaire printed on an A4 sheet of paper would be used. Four

questions were about the participant’s personal data, 18 were about intrinsic motivation, 18

about extrinsic motivation and another 18 about commitment (see Appendix C). .

Table 1:

Summary of the variables to be measured

Motivation Commitment

Intrinsic Motivation Extrinsic Motivation

Questions 1-18 Questions 19-36 Questions 37-54

Motivation would be divided into two aspects, intrinsic and extrinsic. There would be

18 questions for intrinsic motivation which would have a highest possible score (HPS) of 90

and the lowest possible score (LPS) was 18. Intrinsic motivation questions were comprised of

three components: spiritual value, altruistic value, and for existential value. Questions for

spiritual value were adapted from the questions developed by King et al. (2005), whereas

questions for altruistic value were taken from the questions developed by Smith (2005), and

for existential value, questions were adapted from the 11-item scale for existential thinking

(SET) Allan and Shearer (2012). A sample question is as follows:

I would endure all things for the sake of the one I care.

A. Strongly Agree D. Disagree

B. Agree E. Strongly Disagree

C. Neutral

If the participant strongly agreed that “he will endure all things for the sake of the one he

cares for”, then he would encircle letter A. If he only agreed with the statement, then he
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 12

would choose to encircle letter B. If he was neutral about the phrase then letter C would be

the best option. If he disagreed with this, letter D would be suitable and if he strongly

disagreed with the statement then letter E would be his answer.

For extrinsic motivation, there would also be 18 questions. The questions were

adapted from the extrinsic motivation survey developed by Khan and Iqbal (2013). The

highest possible score was 90 and lowest possible score was 18. The higher the score meant

the higher the extrinsic motivation experienced by the seminarians. Some of the questions

were modified. Instead of measuring job security, promotion and growth, good wages, and

recognition, we would measure material reward, good facility, support from the community

and family, and recognition and appreciation. A sample question is as follows:

I feel more motivated if my allowance is increased.

A. Strongly Agree D. Disagree

B. Agree E. Strongly Disagree

C. Neutral

If the participant strongly agreed that “if he felt more motivated if his allowance was increased. ”,

then he would encircle letter A. If he only agreed with the statement, then he would choose to

encircle letter B. If he was neutral about the phrase then letter C would be the best option. If

he disagreed with this, letter D would be suitable and if he strongly disagreed with the

statement then letter E would be his answer.

Lastly, we would use the organizational commitment scale of Meyer and Allen

(1997) to measure the commitment of seminarians to the priesthood. There were three

components of commitment measured in this study, i.e. affective commitment, continuance

commitment, and normative commitment. Each component would be measured by six items

(see Table 2).


Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 13

Table 2

Summary of the components of commitment and the measuring items

Components Affective Continuance Normative


Commitment Commitment Commitment

Items number 37, 38, 42, 48, 51, 53 40, 43, 46, 49, 52, 54 39, 41, 44, 45, 47, 50

A sample question is as follows:

Even if it were to my advantage, I do not feel it would be right to leave my priestly vocation

now.

A. Strongly Agree D. Disagree

B. Agree E. Strongly Disagree

C. Neutral

If the participant strongly agreed that it would not be right to leave his vocation right now

even if it had been to his advantage, then he would encircle letter A. If he only agreed with

the statement, then he would choose to encircle letter B. If he was neutral about the phrase

then letter C would be the best option. If he disagreed with this, letter D would be suitable

and if he strongly disagreed with the statement then letter E would be his answer.

Procedure

We conducted our survey in a school of theology in Metro Manila. We met the vice

president for academic affair and gave him a letter that explained the nature and purpose of

our study, respondents that we would need, and time to distribute the survey (see Appendix

A). Since it was near exam week, we were only allowed to conduct the survey informally.

Therefore, we asked some friends who were the students of the school to distribute our

survey among their classmates. To ensure their willingness, we attached an informed consent

form (see Appendix B) on the questionnaire. If they agreed to participate, they would sign the
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 14

informed consent. After that, they could answer the questionnaire. After almost two weeks,

we were able to get 65 respondents.

From the 65 questionnaires that were returned, one questionnaire was discarded

because more than half of the questions were not answered. Each item was scored, and then

all scores from the same category were summed. Thus, from each questionnaire, we got score

for each intrinsic motivation, extrinsic motivation, affective commitment, continuance

commitment, and normative commitment. The scores from the remaining 64 questionnaires,

then, were encoded into the Statistical Package for the Social Sciences (SPSS). The data were

analyzed using Pearson’s product moment correlation of coefficient to measure the

relationships between intrinsic and extrinsic motivations, and affective, continuance, and

normative commitment. A simple linear regression was utilized to determine the best

predictor for affective, continuance, and normative commitment of seminarians.

Results

A series of Pearson Product Moment of Correlation Coefficients were conducted to

investigate the relationships between intrinsic motivation, extrinsic motivation and affective,

continuance, and normative commitment. Results revealed that intrinsic motivation

(M=79.06, SD. = 6.32) and affective commitment (M=23.67, SD. = 2.83) were significantly

related, r = .34, n = 64, p = .007. Whereas the relationship between intrinsic motivation and

continuance, r = .12, n = 64, p = .34, and normative commitment, r = .12, n = 64, p = .36

were not significantly related. Thus the higher intrinsic motivation, the higher is the affective

commitment.

Results also showed that extrinsic motivation (M = 48.77, SD. = 8.35) and

continuance commitment (M = 15.44, SD. = 3.85) were significantly related, r = .38, n = 64,

p = .002. Whereas the relationship between extrinsic motivation and affective, r = -.11, n =
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 15

64, p = .41, and normative commitment, r = .03, n = 64, p = .82 were not significantly

related. Thus the higher extrinsic motivation, the higher is the continuance commitment.

A simple linear regression was calculated to predict affective commitment based on

intrinsic motivations. A significant regression equation was found F (1,62) = 7.89, p = .007

with an R2 of .11. Seminarian’s predicted affective commitment is equal to 11.78 + .15

(Intrinsic motivation). Seminarian’s affective commitment increased by .15 for each

additional intrinsic motivation.

Another simple linear regression was calculated to predict continuance commitment

based on extrinsic motivations. A significant regression equation was found F (1,62) = 10.19,

p = .002 with an R2 of .14. Seminarian’s predicted continuance commitment is equal to 6.98

+ .17 (extrinsic motivation). Seminarian’s continuance commitment increased by .17 for each

additional extrinsic motivation.

Discussion

The results supported our hypothesis and other studies (Mahalik & Lagan, 2001;

Reinert & Bloomigdale, 2000), noting that there were significant relationships between

motivations and commitment. There were significant relationships between intrinsic

motivation and affective commitment; and between extrinsic motivation and continuance

commitment. They even proved that affective commitment which was the best commitment

among the three components was best predicted by intrinsic motivation (Landy & Conte,

2007). Therefore, in order to get highly committed priests, the intrinsic motivation of

seminarians should be fostered and promoted during their formation.

Continuance commitment was the worst commitment among the three (Landy &

Conte, 2007). Pope Francis even said that if this component is high in a seminarian, it would

be better for him to leave the seminary (Francis, 2015). Unsurprisingly, the component was

best predicted by extrinsic motivation. Nonetheless, seminarians, specifically those who are
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 16

in the first years of formation, should not be expelled. Extrinsic motivations can be purified

through the process of formation in the seminary. Amabile (1993), Ryan, and Deci (2000)

argued that extrinsic motivation is dynamic and can go through these four types or stages:

amotivation, introjected regulation, identification, and integrated regulation. Similarly,

Lechner (2013) also suggested that extrinsic and intrinsic motivations can be compared in

three levels: (1) motivations contra to a divine vocation; (2) motivations that are integrated

into divine vocation; and (3) motivations that are transformed into divine motivation. Of

course, after years of formation, if a seminarian is still extrinsically motivated, he should be

suggested that priesthood is not his vocation.

Normative commitment which was in the middle of the three components (Landy &

Conte, 2007) was not significantly related to both intrinsic and extrinsic motivations. It can

be interpreted that this component can be influenced by both motivations. Additionally, the

fact that our respondents were coming from various backgrounds could affect the result since

normative commitment was influenced by culture which was the collectivist culture (Vardi,

Wiener, & Popper, 1989).

Although our study proved the significant relationships between motivation and

commitment, it should be noted that the coefficient determinations were very low. Coefficient

determination of intrinsic and extrinsic motivations were .11 and .14 respectively. It means

only 11 % for intrinsic motivation and 14% for extrinsic motivation of errors were managed

to reduce in predicting the commitment of seminarians. There are still other factors that

influence the commitment. Thus, intrinsic and extrinsic motivations are not absolute gauge

for commitment. Besides, we stressed too much on the division between intrinsic and

extrinsic motivation, and among the three components of commitment whereas in reality,

they can interact with each other (Sunardi, 2014).


Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 17

Contribution and Limitation

Our study is one among few studies in this field. It showed the significant

relationships between motivation and commitment. Our motivation scale can be adopted in

the formation to gauge motivation of the seminarians in order to help them grow in their

vocation. It can also be applied to select candidates who are entering seminary. The results

however, should be interpreted cautiously. Beside its low coefficient determination, its

reliability, internal validity, and external validity have yet to be measured. Further and more

controlled studies are needed to prove, develop, or even revise our findings.
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 18

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in relation to religious orientation and spiritual well-being. Psychology of Men

& Masculinity,2(1), 24-33. doi:10.1037/1524-9220.2.1.24

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become-acute-crisis

Paul VI, P. (1965a). Decree on Priestly Training. Boston, MA: St. Paul Editions.

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St. Paul.

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self-reported behavior. International Journal for the Psychology of

Religion,10(3), 173-180. doi:10.1207/s15327582ijpr1003_03

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new directions. Contemporary Educational Psychology,25(1), 54-67.

doi:10.1006/ceps.1999.1020

Scanlon, K. (2017, March 10). Pope Francis addresses Catholic Church’s priest shortage.

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churchs-priest-shortage/

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Opinion Research Center/ University of Chicago. Retrieved from Retrieved

from http://www-news.uchicago.edu/releases/06/060209.altruism.pdf

Sunardi, Y. (2014). Predictive Factors for Commitment to the Priestly Vocation: A Study of

Priests and Seminarians (Doctoral dissertation, Marquette University, 2009)


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(p. 421). Wisconsin: E-Publications@Marquette.

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6). Retrieved April 20, 2017, from

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2017/04/06/170406e.html

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APPENDIX A

April 25, 2017

FR. PETER POJOL, SJ

VP for Academic Affairs

Loyola School of Theology

Loyola Heights, Quezon City

Dear Fr. Peter,

Greetings!

My name is Reynold Sombolayuk and along with my partner AJ Ignacio, we are current

students of Introduction to Psychological Research under the tutelage of Jopie Nolasco. For

our final project, we are conducting a study entitled: Relationship between Motivation of

Seminarians and their Commitment to the priesthood

In line with this, we will be needing 100 current seminarians as participants in our survey.

We are humbly asking for your permission to allow your students under the Loyola School of

Theology to participate in our study. The administration of the survey takes about 15-

20minutes. Rest assured that all information and results will be kept confidential and will be

used strictly for the purpose of the study..

Hoping for a favorable response. Thank you.

Sincerely,
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Reynold A. Sombolayuk Albert J. Ignacio

APPENDIX B

INFORMED CONSENT FORM

Dear Student of Theology,

Greetings! We are Reynold Sombolayuk and Albert Joseph Ignacio, graduate students

under the direction of Jopie Nolasco of the Psychology Department at the Ateneo De Manila

University. We are conducting a research study on the relationship between motivation and

the commitment of seminarians.

We would like to request you to participate in our survey. The survey should only

take around 15-20 minutes to answer. Please be assured that your responses will be

completely anonymous and confidential. Your participation in this study is voluntary. If you

choose not to participate or to withdraw from the study at any time, there will be no penalty.

The potential benefits of the study is to find out what is the main motivator for

individuals to decide to go into a life of priesthood and what is their current motivation in

continuing with their studies.

If you have any questions about the research, feel free to ask either Reynold

(reyomindo@gmail.com) or Albert (aj71588@yahoo.com) about it. If you give your consent,

please sign this form. Thank you for your time and generosity.

Hereby, I give my consent to participate in the study of finding relationship between

motivation and the commitment of Seminarians.


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(Signature of the Respondent)

APPENDIX C

Survey Questionnaire

General Instruction: Please answer all questions as honestly and accurately as possible..

Encircle the letter that best corresponds to your answer. There is no right or wrong answers.

This survey will take approximately 15-20 minutes. Thank you for answering our survey

questions honestly.

1. I like helping others.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

2. I feel happy every time I help someone


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

3. I would rather suffer myself than let the one I love suffer
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

4. I feel happy if I sacrifice myself for the sake of others.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

5. I would endure all things for the sake of the one I care.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

6. I feel sad if I see others’ pain.


A. Strongly Agree B. Agree
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C. Neutral E. Strongly Disagree


D. Disagree

7. I am searching for the true meaning of my life.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

8. I want my life to be meaningful


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

9. I like reading books about wisdom.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

10. I like to find meanings from everything that I do.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

11. I believe that my life has purpose.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

12. I like philosophy.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

13. I believe Jesus is my savior.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

14. I feel that Jesus touches my heart to follow him.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral
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15. God leads my path towards him.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

16. I am not afraid of my life because God is protecting me.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

17. I have (a) personal experience(s) of God’s miracle in my life.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

18. I believe that there is heaven.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

19. I feel more motivated if my allowance is increased.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

20. My allowance is too small for meeting my needs.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

21. I am excited if the seminary has good and complete facility.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

22. I believe good facility will affect the happiness of the seminarians.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral
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23. If I may choose, I prefer working in the city to working in the village.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

24. If I see that the formators like me, I will do better.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

25. I will do what the formators say to make please them.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

26. I am thinking to leave if I have bad relationship with my friends in the community.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

27. I feel stressed if my relationship with my community is bad.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

28. I prefer helping my formators to my friends.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

29. I will leave the seminary if my parents ask me.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

30. I entered the seminary just to make my parents happy.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral
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31. If I have to choose, I will choose my family to my vocation.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

32. I am happy if I am assigned to have some training or studies.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

33. If I may choose, I prefer taking further study to working in the parish.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

34. I think seminarians who get high grade should get a reward.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

35. Rewards will make seminarians more disciplined.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

36. I want everybody to appreciate my achievement.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

37. I would be very happy to spend the rest of my life in my priestly vocation
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

38. I enjoy discussing my priestly vocation with lay people.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 29

39. I do not feel an obligation to remain in my priestly vocation. *


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

40. Right now, staying with the priestly vocation is a matter of necessity as much as desire.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

41. Even if it were to my advantage, I do not feel it would be right to leave my priestly
vocation now.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

42. I do not feel like “a part of the family” at my diocese or congregation. *


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

43. Too much of my life would be disrupted if I decided to leave my vocation right now.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

44. I would feel guilty if I left my priestly vocation now.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

45. I would not leave my priestly vocation right now because I have a sense of obligation to
the Church.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

46. If I had not already put so much of myself into my priestly vocation, I might consider
living a married life or another vocation.
A. Strongly Agree B. Agree
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C. Neutral E. Strongly Disagree


D. Disagree

47. My priestly vocation deserves my loyalty.


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

48. I do not feel “emotionally attached” to my priestly vocation. *


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

49. I believe that I have too few options to consider about leaving my priestly vocation.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

50. I owe a great deal to my priestly vocation


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

51. The priestly vocation has a great deal of personal meaning for me.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

52. One of the few negative consequences of leaving priestly vocation would be the scarcity of
available alternatives.
A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

53. I do not feel a strong sense of “belonging” to my priestly vocation. *


A. Strongly Agree D. Disagree
B. Agree E. Strongly Disagree
C. Neutral

54. I continue to live my priestly vocation because another vocation may not match the
benefits I had have.
A. Strongly Agree C. Neutral
B. Agree D. Disagree
Running head: RELATIONSHIP BETWEEN MOTIVATION AND COMMITMENT 31

E. Strongly Disagree
Sociodemographic Questionnaire
Note: Sign (*) needs reverse scoring.

1. Age
 Below 20  31-35
 20-25  36-40
 26-30  Above 40

2. Congregation/ Diocesan
 Congregation …………………
 Diocesan ………………...

3. Nationality
 Filipino hometown: ………………..
 Foreigner country: ……………………

4. Years in Theology
 First Year  Third Year
 Second Year  Forth Year
Running head: MOTIVATION AND COMMITMENT
32

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