The Relationship between Academic Motivation and Proactive Coping of the

Psychology Students of Cavite State University Bacoor during Covid-19

Pandemic.

INTRODUCTION

Psychology is the study about the behavior and mind of a person including
the study of thoughts and feelings. In today's, many students who is in the field of
psychology has a lot of thing to do to continue study more things about the
consciousness and unconscious. During this pandemic, many students have been
suffering as it impacts them in a way that they will going to feel hard about their
study as a psychology students. Therefore, the reseacher chose this topic to know
the relationship between academic motivation and pro active coping of the
students in Cavite State University during this pandemic. University students are a
special social group with active life habits based on relationships and contacts,
physical and university activities, travel, and gatherings. The pandemic emergency
changed their life drastically: considering university restrictions, indeed, teaching
in presence was suspended from March 11, 2020 until the beginning of
September 2020. Only faculty and administrative technical staff were allowed to
access the campuses. At the same time, online teaching service had been
activated, through which lessons, exams, and theses and doctoral dissertation
discussions were carried out at distance.

Recently, as the COVID 19 begin to spread out all over the country many things
has been stop and change. From education, job, business and many more,
because of that many people having their hard time on how they are going to deal
with this big change. Students, is one of the most affected during this pandemic
as their Study turn from face to face classes into a modular or an online learning
system. This research will study how does academic motivation and proactive
coping will relate to each other for the psychology students during this pandemic.
Coronavirus disease 2019 (COVID-19) has had an enormous public health impact.
In addition to its serious physical health consequences, the virus and the resulting
societal changes have had major impacts on the mental health of society (Li et al.,
2020). The virus has introduced new stressors (e.g., fears of contracting the virus,
concern for loved ones contracting the virus, economic uncertainty, job loss,
social distancing) and challenges (e.g., maintaining strong social relationships
while social distancing, staying productive while working from home).

This researchers are very much interested in conducting this study as they see a
lot of students suffer a lot during this pandemic specially students in the field of
psychology. This study, will help them to know how does the academic motivation
and proactive coping is related to each other.

STATEMENT OF THE PROBLEM

This study aims to determine The Relationship between Academic Motivation and
Proactive Coping of the Psychology Students of Cavite State University Bacoor
during Covid-19 Pandemic.

Specifically, this study will address the following questions:

1. How does psychology students get academic motivation amidst of pandemic?
2. What are the those proactive coping students do inorder to deal with
pandemic.

3. How they are surviving amidst of pandemic and achieve their academic
motivation?

4. How does proactive coping deals with students?

OBJECTIVE OF THE STUDY

Generally, the purpose of the study is to determine The Relationship between
Academic Motivation and Proactive Coping of the Psychology Students of Cavite
State University Bacoor during Covid-19 Pandemic

The information collected will be more concerned on the specific questions

provided in the study.

This study specifically aims to:

1. To identify the impact of COVID-19 to the psychology students.

2. To identify the students coping and motivation strategies.

3. To determine what are those problems that the psychology students usually
encountered during this pandemic.

4. To determine of there is significance between proactive coping and academic

motivation.

HYPHOTESIS
The hypothesis will be raised in the study and will be tested at .05 level of
significance.
Ho1: There is no significant relationship between the proactive coping and
academic motivation of the psychology students.

THEORETICAL FRAMEWORK

The Proactive Coping Inventory

Proactive coping is driven by high scores on the Proactive Attitude Scale, beliefs in
the rich potential of changes that can be made to improve oneself and one’s
environment (Schwarzer, 1999b). Behaviors and cognitions associated with this
coping can occur at any point in time. The Proactive Coping Inventory consists of
seven scales and a total of 55 items which implement, on a cognitive and
behavioral level, a way of coping based on resourcefulness, responsibility, and
vision. The Inventory is premised on the idea of coping as multidimensional, as a
process over time, and at the same time, coping activities are seen to occur
simultaneously on cognitive and behavioral levels.

Proactive behavior

Additional data indicate that people are often able to recognize cues suggesting
that there is trouble on the way and they take steps to deal with it before it
occurs. The processes through which people anticipate or detect potential
stressors and act in advance to prevent them can be seen as proactive behavior.
To the extent that individuals offset, eliminate, reduce or modify impending
stressful events, proactive behavior can eliminate a great deal of stress before it
occurs. The skills associated with this behavior include planning, goal setting,
organization and mental simulation (Aspinwall & Taylor, 1997). According to
Schwarzer’s Proactive Coping Theory (1999a), the proactive individual strives for
improvement in his or her life and environment instead of mainly reacting to a
past or anticipated adversity. Proactive coping is autonomous and self-
determined goal setting and realisation of goals; it deals with self-regulatory goal
attainment processes and explains what motivates people to strive for ambitious
goals and to commit themselves to personal quality management (Schwarzer,
1999a).

Social support and coping

In the past, research on coping and social support has tended to be separate,
conceptually and empirically. Recently, however, there has been research
attention directed towards linking coping and social support in order to evolve an
interpersonal theory of coping with stress. For example, DeLongis and O’Brien
(1990) in their treatment of how families cope with Alzheimer’s disease, discuss
how interpersonal factors may be important as predictors of the individual’s
ability to cope with the situation. They talk about the importance of drawing on
the resources of others for coping with difficult situations. Hobfoll, Dunahoo, Ben-
Porth, and Monnier (1994) also address the interpersonal, interactive nature of
coping and social resource acquisition.
 There are several advantages to linking social support to coping. First, in
viewing social support as a form of coping, one can theoretically link areas that
have been previously viewed as conceptually distinct. This allows for the
elaboration of traditional constructs using theoretical developments in the other
area. Second, conceptualization of social support as coping broadens the concept
of coping as it has traditionally been defined to include interpersonal and OUTPUT
INPUT PROCESS
relational skills. Third, this approach recognizes the importance of resources in the relationship
To determine
The relationship between Analysis between academic
others
academic which and
motivation can be transformed into the behavioral and cognitive coping
motivation and proactive
proactive coping of Evaluation
repertoire of the individual. Moreover, according to the present reformulation,
coping of psychology
psychology students.
Conduction of survey students.
interpersonal strength and relationalquestionnaire
skills are conceptualized as positive coping
strengths, which can be developed.

CONCEPTUAL FRAMEWORK
 SIGNIFICANCE OF THE STUDY

In this section, the researcher expresses the value or importance of the research
study. The study has the potential to be beneficial and significant to the following
persons and people.

Respondents. The findings of this study will help to the respondents as it is about
academic motivation and pro active coping of the psychology students. From that,
it will help them to know more about the things that they might possibly do
during this pandemic.

Students. This study will be beneficial for the students specially in the field of
psychology as they are studying attitude and behavior of a person it will relate to
the academic motivation and proactive coping of the students by this pandemic.
Future researchers. The result of this study will benefit the future researchers
specially with this topic. The findings of this study will help them to have a strong
background about this topic. Also, it will help them to have an idea on how this
study will flow.

TIME AND PLACE OF THE STUDY

The study entitled "The Relationship between Academic Motivation and Proactive
Coping of the Psychology Students of Cavite State University Bacoor during Covid-
19 Pandemic" will be conducted on May to June 2022 in Cavite State University-
Bacoor City Campus where in psychology students is located. The administration
of the validated instrument or data gathering process will be held in the implied
and applied locale of the study.

SCOPE AND LIMITATION OF THE STUDY

This research study will only be conducted in an area in Cavite, in Cavite State
University Bacoor.The participant of the study are the psychology students in
Cavite State University Bacoor that is experiencing hard time during this
pandemic.

The station in mentioned locale of the study consists of psychology students from
Cavite State University Bacoor. They willundergo in an a survey questionnaire in
any available conducive places where the participants will be comfortable.

DEFINITION OF TERMS

Definition of Terms is a very brief section consisting of a series of definitions ofthe

key terms or concepts found in the proposal. Since some words like "academic
motivation " or "proactive coping " may have various meanings, it is important to
clarify to the reader the way they are used in the proposal.Unfamiliar or technical
words may also require an exact definition. The researchers used operational
meaning of each terminology. To help readers get a clear understanding of this
study, the following terms are specifically defined:

Proactive Coping. Posit that proactive coping is a method of assessing future

goals and setting the stage to achieve them successfully. Assert that proactive
coping is a process through which one prepares for potential future stressors,
possibly averting them altogether.

Proactive behavior. Proactivity or proactive behavior refers to self-initiated

behavior that endeavours to solve a problem before it has occurred. Proactive
behavior involves acting in advance of a future situation, rather than reacting.

Academic Motivation. Academic motivation is defined as the students' desire or

interest in engaging with learning and their school experience.
Psychology. Psychology is the scientific study of mind and behavior. Psychology
includes the study of conscious and unconscious phenomena, including feelings
and thoughts.

CHAPTER II

REVIEW OF RELATED LITERATURE

ACADEMIC MOTIVATION

The term motivation has various definitions. Motivation as the desire and
incentive of an individual to engage in a specific activity, while Bukhari et al.(2014)
referred motivation as students’ effort to enhance performance. Meanwhile,
motivation towards science learning was defined as students’ desire to learn
science and defined students’ motivation in learning science as students’ active
engagement related to science tasks to achieve better understanding of science.
Therefore, motivation to learn science promotes students to construct their
conceptual understanding of science by recognizing science concept through
elucidation of key concept and scientific questions. Furthermore, students will use
their understanding of science concept t explain science phenomena and employ
their knowledge to analyze information.

Previous studies have shown that motivation could affect students' learning and
performance. For instance, Arbabisarjou et al. (2016) found that there was a
significant relationship between academic achievement motivation and academic
performance among medical students. A longitudinal study by Liu and Hou (2017)
has shown that intrinsic motivation considerably promotes academic
performance. Other studies have also demonstrated that academic achievement
motivation was significantly related to academic performance (Awan et al., 2012;
Amrai et al., 2013; Izuchi and Onyekuru, 2017). In a college chemistry class, Zusho
et al., (2012) found that self-efficacy and task value, which were two motivational
components, were the best predictors of students’ performance. Exhibited that
intrinsic motivation and self-efficacy had a strong influence on students’
performance. Korantwi-Barimah et al. (2017) study amongst university students
demonstrated positive significant correlations between academic self-concept,
motivation and academic performance. The study indicated that motivational
factors played vital roles in academic performance. In short, from previous
studies, there were evident that students’ motivation was imperative in science
teaching and learning.

Since the pandemic began in early 2020, much research has taken place to shed
light on how parents and children worldwide coped with remote learning. For
instance, Mælan et al. (2021) explored how Norwegian students at various levels
of academic achievement differed in their remote learning experience; Dong et al.
(2020) surveyed how Chinese parents’ attitudes towards online learning affected
their children’s education during the pandemic; Parczewska (2020) investigated
how parents in Poland coped with the demands from homeschooling. Although
these studies were conducted in different parts of the world, they all noted that
school-aged children have difficulty maintaining motivation during remote
learning. Similarly, in a survey with 3,000 school-aged students across the United
Kingdom, Elevate Education (2020) found that motivation levels plummeted
during the national school closures from March to July 2020, with 81% of the
surveyed students stating that they felt unmotivated to learn during those
months.

PRO ACTIVE COPING

The disruptive effects of the COVID-19 pandemic have been felt worldwide across
many demographics, sectors, and institutions. College students, for example, have
been affected by school closures, shifts to online learning, and the elimination of
social and networking opportunities. Early studies suggest that the associated lack
of routine and isolation have given rise to increasing mental health problems
among an already vulnerable population (Anderson, 2020;Hamza, Ewing, Heath,
and Goldstein 2020). Several recent studies convincingly document the wide-
ranging effects of the pandemic on college students. Surveying students at
Arizona State University, Aucejo, French, Araya, and Zafar (2020) show that the
pandemic caused delays in degree progress, lost wages and employment
opportunities, and diminished students’ post-graduation labor market
expectations. Low-income students were particularly affected, a finding echoed in
Rodriguez-Planas (2020), who further demonstrates low-income students in the
City University of New York system were more likely to experience stress and
challenges with online learning. Surveying students across seven U.S. universities,
Browning et al. (2021) find that many students felt a lack of motivation, anxiety,
stress, and isolation.
Indeed, the emerging literature paints a bleak picture of college students’
experiencesduring the COVID-19 pandemic. Yet, despite the rapid emergence of
these important studies, we still know little about how college students
responded to the adversity. That is, what coping strategies did they employ
during the pandemic, and which strategies were effective at improving outcomes?
Given the widespread negative effects of the pandemic on students, there is a
clear need for evidence on best coping practices during the pandemic to help
colleges better support their students. This paper aims to provide some of that
evidence.

We proceeded in two parts. Study 1 was an open-ended survey of over 500

students at the University of Toronto (UofT) in Toronto, Canada. The survey was
conducted approximately four weeks after the World Health Organization (WHO)
declared a pandemic, at the end of participants’ winter semester in 2020.
Students were asked about the challenges they faced during the early stages of
the pandemic and the strategies they used to overcome them, providing answers
in open text boxes. We coded their responses to identify common challenges and
coping strategies. Study 2, conducted during the 2020 summer semester at UofT
and at York University in Toronto, used the results of that coding to inform the
design of a set of Likert scale survey items that could quantify the degree to which
students faced specific challenges and the degree to which they thought certain
coping strategies would be most helpful. Administered approximately nine weeks
after the WHO’s pandemic declaration, 1,600 students completed this baseline
survey. Between fourteen to twenty-one weeks after the pandemic declaration
(depending on when summer courses concluded), students completed a follow up
survey including Likert scale items measuring theirwell-being on dimensions such
as satisfaction with life and university, social connections, mental and physical
health, and specific concerns or disruptions caused by the pandemic.

Three coping strategies resonated with at least 45% of the students in Study 2:
maintaining social connections, developing a satisfying routine, and trying new
activities. While it is important to acknowledge that we cannot make causal
claims because we do not have experimental or exogenous variation in coping
strategy reporting or use across students, we do consider the potential
effectiveness of various coping strategies by exploring the associations between
reporting each strategy and follow-up outcomes. Here, we find a strong
association between reporting maintaining social connections as a strategy and
subsequent well-being: students who reported “maintaining social connections”
as a coping strategy that resonated with them at the beginning of the semester
reported better well-being five to twelve weeks later. Even when conditioning on
baselines problems indices and many background variables, these students score
20 percent of a standard deviation higher on an aggregate well-being index
consisting of measures of life satisfaction, feelings of belonging, social connection,
control, mental and physical health, and stress. None of the other coping
strategies are associated with student well-being at the end of the semester.

CHAPTER III
 METHODOLOGY

This chapter will highlight the research methods used in the study since the core
concept underlying all research is its methodology. Additionally, the methodology
controls the study, dictates the acquisition of the data, arranges it in logical
relationships, and sets up a means of refining the raw data so that a conclusion
may be reached. Basically, the assumptions and values that serve as a rationale
for research are the standards or criteria the researcher uses for interpreting data
and reaching conclusions.
RESEARCH DESIGN

The researcher utilized the descriptive-correlational method of research. This

design will be utilized for the reason that it is most suitable to achieve the goal of
this study, which is to identify if there is a positive or negative relationship
between two or more variables. Positive correlations indicate that an increase in
one variable isassociated with an increase in the other while negative correlations
indicate that anincrease in one variable is associated with a decrease in the other.

Moreover, this study adopted a correlational research design. Creswell (2012)

defined correlational design as a statistical measurement to establish patterns for
two or more variables. Correlational research method, examines the differences
between the two characteristics of the study group.
 PARTICIPANT OF THE STUDY

The participants of the study will be the Psychology Students of Cavite State
University Bacoor. The respondents should be in the age ranged from 18 to 22
years old. The researcher participants are the psychology students because
there are primary person's who study about the behavior, attitude,
consciousness and unconsciousness of a person.

RESEARCH LOCALE

The research will be conducted at Cavite State University Bacoor and with
the respondents which is the psychology students.

SAMPLING TECHNIQUES

It is not possible to collect data from every one of the populations. Population is
a very large number of persons or objects or items which is not feasible to
manage. A population is a group of individuals, persons, objects, or items from
which samples are taken for measurement. For research purpose a part of the
population is to be selected. For this research study purpose out of different
sampling methods, the purposive random sampling was used. Simple random
sampling will be used in this study as it talks about a group of individuals which
is the psychology students. In this study, the researcher selected the students
from the Cavite State University Bacoor who studied psychology. The sample
consists of all psychology students respondents.
 DATA GATHERED

The collection of data will be conducted in the following manner. First,

theresearcher determined the sample participants and the locale to be used in
the study. Second, for collection of primary data for this research work, survey
method will be used. The questionnaires will be administered directly to the
chosen sample for the study. In order to data from the participants, the
following steps will be done by researcher:
1. Approval process for proposed research and research instruments.
2. Requesting for Thesis Adviser with extensive knowledge or ability to the field
of research in order to attain adequacy of research.
3. The researcher will submit the approved research proposal and protocol at
the Cavite State University Bacoor.

4. The researcher will submit a request letter to the Campus Administrator of

Cavite State University – Bacoor City Campus to allow him to conduct the study
outside the campus.

RESEARCH INSTRUMENT

The instrument used to collect data was the questionnaire. This was used because
it gathered data faster than any other method. Besides the respondents where
the psychology students. They could read and answer the questionnaire with
ease.
 STATISTICAL TREATMENT

Statistical treatment of data is essential in order to make use of the data in

theright form. The organization of data is equally important so that appropriate
conclusions can be drawn. To fully understand, analyze, and interpret the
collected data, the following statistical treatments will be used in the study:

T-test

A t-test is a type of inferential statistic used to determine if there is a significant

difference between the means of two groups, which may be related in certain
features.

Weighted Mean

It will be used to get the mean and average results of the data gathered from
the respondents.

Whereas:
WM = weighted mean
w = weight of each item
x = value of each item
∑ = summation notation

Pearson – r
This formula will be used to determine if there is significant relationship
between the locus of control and psychological resilience among naval special
operations group of the Philippine navy in Cavite City.
Formula:

ETHICAL CONSIDERATION

Client/Patient, Student, and Subordinate Research Participants

• (a) When psychologists conduct research with clients/patients, students, or
subordinates as participants, psychologists take steps to protect the prospective
participants from adverse consequences of declining or withdrawing from
participation.

• (b) When research participation is a course requirement or an opportunity

for extra credit, the prospective participant is given the choice of equitable
alternative activities.

Deception in Research
• (a) Psychologists do not conduct a study involving deception unless they
have determined that the use of deceptive techniques is justified by the study’s
significant prospective scientific, educational, or applied value and that effective
nondeceptive alternative procedures are not feasible.
• ((b) Psychologists do not deceive prospective participants about research
that is reasonably expected to cause physical pain or severe emotional distress.
APA Ethics Code 2002 Page 12
• c) Psychologists explain any deception that is an integral feature of the
design and conduct of an experiment to participants as early as is feasible,
preferably at the conclusion of their participation, but no later than at the
conclusion of the data collection, and permit participants to withdraw their data.

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