EFFECTS OF STRESS AND ANXIETY BROUGHT BY COVID-19 ON THE

ACADEMIC MOTIVATION OF COLLEGE STUDENTS

INTRODUCTION

The COVID-19 pandemic is a major health crisis affecting the world. According to the

World Health Organization, as of November 2020, there are 53.7 million confirmed cases,

1.3 million confirmed deaths in 216 countries, areas or territories that have confirmed cases.

The Philippines is also one of the countries with reported cases of the Covid-19 virus.

According to the country's Covid-19 tracker of the Department of Health, as of November

2020, there are already (431,630) cases with (8,392) confirmed deaths, (24,580) active cases

and (398,658) recovered cases.

In addition to the health, and economic problems experienced by the people, a wide

range of psychological implications and diagnosis have also been observed at an individual,

community, national, and international levels. At the individual level, people are more likely

to experience fear of getting sick or dying, feeling helpless, and being stereotyped by others

(Hall, RC., 1995). More so, extensive research in disaster mental health has established that

emotional distress is ubiquitous in affected populations finding certain to be echoed in

populations affected by the Covid-19 pandemic (Pfefferbaum, 2020).

Covid-19 on Education

According to the United Nations, COVID-19 has caused the biggest disruption in the

history of education systems, affecting almost 1.6 billion learners in more than 190 countries

on all continents. Closures of schools and other learning spaces have affected 94 percent of
the student population in the world, up to 99 percent in countries with low and lower middle

incomes. Among this number are over 28 million Filipino learners across academic levels

who have to stay at home and comply with the Philippine government’s quarantine measures

(UNESCO, 2020).

In the field of education, many of the initiatives adopted by the countries of the

regions in response to the crisis relate to the suspension of face-to-face classes at all levels,

giving rise to three key areas of action: the deployment of distance learning modalities

through a variety of formats and platforms, support and mobilization of staff and

communities in education, and concern for students' health and general well-being

(UNESCO, 2020).

The Philippines’ Commission on Higher Education (CHEd) advised higher education

institutions to continue the “deployment of available flexible learning and other alternative

modes of delivery in lieu of on-campus learning” (Commission on Higher Education, 2020).

These pronouncements aim to encourage the continuance of learning. Without implementing

rules and regulations, however, private higher education institutions education is left to make

their own policies.

With the ongoing increase of cases in the country, electronic learning is a possible

alternative to continue education while preventing the spread of potential infection. In

developing countries, e-learning has been a popular distribution platform for education. Many

developing nations, such as the Philippines, have attempted to accept the new room for

learning (Alipio, 2020). However, there are profound socio-economic issues about online

learning. Students do not even have electricity in some areas of the country, let alone access

to computers and the internet. Furthermore, even students in urban areas may have restricted
internet access, considering the existing internet infrastructure. This then results in a "digital

divide" between those who have access and those who do not (Joaquin et al.,2020).

Covid-19 on College Students

This study focuses mainly on the category of Filipino students at colleges and

universities--specifically Saint Louis University. They are referred to tertiary education

students under the age bracket 18-24 who enroll directly from senior high school.

College students face a variety of challenges from the limiting set-up of education in the

midst of Covid-19 pandemic. Take for example, medical courses in college or universities

require physical presence in both inpatient and outpatient settings and it has been an

unquestioned tenet of early clinical immersion experiences and curriculum. It is undoubtedly

clear that Covid-19 has the potential to affect students regardless of course throughout the

educational process.

According to a survey done by Aucejo, E. on 1,500 college students, the onset of Covid-

19 pandemic shows massive negative effects across many dimensions of college students:

13% have delayed graduation, 40% have lost a job, internship, or job offer, and 29% expect

to earn less at age 35. Moreover, socioeconomic divides are deemed to take effect on the

preexisting conditions of college students, whereas, lower-income students are 55% more

likely than their higher-income peers to have delayed graduation due to COVID-19.

A survey conducted by the president of the Philippine Association of State Universities

and Colleges (PASUC), Tirso Ronquillo, showed that due to the pandemic, around 44,000

undergraduate students may not enroll this year (2020). In addition, the number of college

dropouts may even be higher as the survey only covered state-funded academic institutions,

which represent less than half of the total college enrollment in the country Mateo (2020).
 According to an article by Dennon, A., Covid-19 had caused records of depression and

anxiety among college students, and forty-two percent of students said staying motivated to

do well once courses moved online was a major problem for them.

Covid-19 on Stress and Anxiety

Public health actions, such as social distancing, and home isolation are necessary to

reduce the spread of COVID-19. However, these actions can make people feel isolated and

lonely, which can increase stress and anxiety. Recent evidence suggests that confinement,

loss of daily routine, and reduced social and physical contact with others can cause

significant levels of anxiety, anger, confusion, and stress. Others would become particularly

worried if they experienced symptoms related to the infection and fear about their health or

fears of infecting others. (Brooks et al., 2020). Besides, the unpredictability of the current

crisis and its misinformation makes the whole situation more stressful (Bao et al., 2020).

According to the World Health Organization, stress related mental health problems,

such as anxiety and depression, are the number one cause of disability worldwide. Individuals

with COVID-19 diagnosis had profound psychological distress, anxiety, depression, and

other mental health problems compared to those who were not infected. This illustrates that

the fear of adverse health outcomes due to COVID-19 may have affected mental health,

which also highlights the mental health aspect of a physical health problem among those

individuals (Hossain, M. 2020).

Stress and Anxiety are deemed to be the most prevalent mental health issues brought

about by the novel 2019 coronavirus. Preliminary evidence suggests that symptoms of

anxiety and depression (16–28%) and self-reported stress (8%) are common psychological

reactions to the COVID-19 pandemic (Rajkumar, 2020). Another study suggests that,

relatively high rates of symptoms of anxiety (6.33% to 50.9%), depression (14.6% to 48.3%),
post-traumatic stress disorder (7% to 53.8%), psychological distress (34.43% to 38%), and

stress (8.1% to 81.9%) are reported in the general population during the COVID-19 pandemic

in China, Spain, Italy, Iran, the US, Turkey, Nepal, and Denmark (Xiong, J. et al., 2020).

Additionally, in a study conducted by Havlioglu & Demİr (2020), it is found that during

COVID-19, 53% of emergency service employees had mild anxiety levels, 28.4% had

moderate, and 17.9% had severe anxiety levels.

Stress and Anxiety

According to the American Psychological Association, stress is defined as the

physiological or psychological response to internal or external stressors. It involves changes

affecting nearly every system of the body, influencing how people feel and behave. It may be

manifested by palpitations, sweating, dry mouth, shortness of breath, fidgeting, accelerated

speech, augmentation of negative emotions if already being experienced, and longer duration

of stress fatigue (Nelson, et. al., 2003). These changes or stress contributes directly to

psychological and physiological disorder and disease and affects mental and physical health,

reducing quality of life. Stress symptoms vary significantly from one person to another and

can sometimes lead to a condition of pleasurable engagement if appropriately managed

(Quick, Nelson, & Quick, 1990). Subjective stress usually occurs when the individual

perceives the situation as threatening, and the environmental demands exceed an individual's

coping resources (Lazarus & Folkman, 1984). Moreover, chronic or major stressors can lead

to depression and other mental health consequences and physical health issues (Neal &

Simmons, 2003).

Anxiety on the other hand is an emotion characterized by feelings of tension, worried

thoughts and physiological changes like increased blood pressure. People with anxiety

disorders usually have recurring intrusive thoughts or concerns. They may avoid certain
situations out of worry. They may also have physical symptoms such as sweating, trembling,

dizziness or a rapid heartbeat. It can also cause the opposite reaction: denying or refusing to

believe that the situation is serious. Denial is unhelpful. When people deny the severity of a

situation in order to avoid anxiety, they may do nothing, or they may ignore public health

orders or recommendations from health authorities (Kravchuk, 2020).

While anxiety is a normal and expected reaction to the pandemic, too much anxiety can

start to cause harm. Feeling stressed and fearful every day takes a toll on health and well-

being very quickly. When anxiety and fear lead to panic, people may also take precautions

that ultimately cause disruptions in their lives, like demanding a lot of tests or medical care

when it isn't necessary or stockpiling certain supplies to the point that those supplies aren't

available to people who are sick and need those items. (Kravchuk, 2020)

Public health actions, such as social distancing, can make people feel isolated and

lonely and can increase stress and anxiety. Public health emergencies may affect the health,

safety, and well-being of both individuals causing, for example stress and anxiety and

communities owing to economic loss, work and school closures, inadequate resources for

medical response, and deficient distribution of necessities. These effects may translate into a

range of emotional reactions such as distress or psychiatric conditions, unhealthy behaviors

such as excessive substance use, and noncompliance with public health directives such as

home confinement and vaccination in people who contract the disease and in the general

population. (Xiong, et al, 2020)

Stress and Anxiety on College Students

Despite Covid-19's gradual onset and offset to all age groups, there are major physical,

hormonal, and behavioral differences between adolescence and childhood or adulthood.

(Rodriguez & Sandi, 2011).

 According to the National Institutes of Health, nearly 1 in 3 of all adolescents ages 13

to 18 will experience an anxiety disorder. Although mental health problems have been

reported across all ages, some studies have pointed to higher rates among young adults aged

18 to 24 years (Robertson,2020). The onset of puberty, associated with profound changes in

drives, motivations, psychology and social life among adolescents, is a challenging time. The

disruptive effects of COVID-19 consequently made the aforementioned more challenging and

crucial to explore the mental health needs of the youth. Before the onset of COVID-19, the

World Health Organization reported that the Philippines had one of the highest cases of

depression in Southeast Asia, affecting more than three million Filipinos. (WHO, 2020)

The National Center for Mental Health (NCMH) reported a spike in the number of

Filipinos facing mental health issues due to the pandemic, receiving an average of 30 to 35

calls daily from March to May 2020 compared to 13 to 15 calls daily from May 2019 to

February 2020. The monthly calls received and tabulated by the NCMH averaged 953 calls

from March to May 2020. This is markedly higher than the 400 monthly average calls from

May 2019 to February 2020 or before the pandemic hit the Philippines. According to the

NCMH, the monthly average calls related to suicide also increased to 45 calls per month as of

31 May 2020 (Uy, A. 2020).

Stress and Anxiety on Academic Motivation

Anxiety while studying is a major predictor of academic performance (McCraty, 2007

and McCraty, et al., 2000) and various studies have demonstrated that it has a detrimental

effect. Little is known that there exists a possible association between high levels of anxiety

and low academic performance among students. Researchers revealed that high levels of

anxiety influence the decrease of working memory, distraction, and reasoning in students.

Researchers revealed that high levels of anxiety influence the decrease of working memory,
distraction, and reasoning in students (Aronen et al., 2005). Stress is a concept that may be

experienced at various stages in someone's life. College students experience a high amount of

stress during their transition into and throughout college. These students are constantly facing

change and adapting to their new environments. College students face increased pressure that

may impede their progress with academics.

Covid-19 on Academic Motivation

Due to the COVID-19 pandemic, many institutions of higher education closed their

campuses and shifted to online education. (Meeter, M., Bele, T., Den Hartogh, C. F., Bakker,

T., De Vries, R. E., & Plak, S., 2020).

With this, being in quarantine was associated with greater levels of health anxiety,

financial worry and loneliness (Tull, M. T., Edmonds, K. A., Scamaldo, K., Richmond, J. R.,

Rose, J. P., & Gratz, K. L. 2020). These stay-at-home orders also puts a strain on student,

peer, and faculty interaction. It is not unlikely that this has consequences for students beyond

their mental wellbeing. Furthermore, a study investigated how stay-at-home orders impacted

college students’ motivation. The results showed that students’ motivation have gone lower

under online than they would normally have been in traditional college education. (Meeter,

M., Bele, T., Den Hartogh, C. F., Bakker, T., De Vries, R. E., & Plak, S., 2020). On the other

hand, a similar study resulted that college students have been more motivated in learning

through online learning (Faridah, I., Ratna Sari F., Wahyuningsih, T., Putri Oganda F. and

Rahardja, U., 2020).

Therefore, these studies have shown that there can be varying results of academic

motivation during this COVID-19 pandemic.

Academic Motivation

Academically, college students are more self-motivated and engaged in their learning

activities aiming to obtain good academic outcomes, although academic motivation tends to

decrease over years before college. (Wu, 2019).

Academic motivation is a student’s desire (as reflected in approach, persistence, and

level of interest) regarding academic subjects when the student’s competence is judged

against a standard of performance or excellence. The bulk of behaviors indicating the

academic motivation involves insisting on doing difficult assignments, hard-working or effort

into learning to reach mastery and choosing assignments which need great effort (Amrai,

Motlagh, Zalani & Parhon, 2011). Motivation is one of the most important psychological

concepts in education. It can be classified into intrinsic and extrinsic forms. Intrinsic

motivation refers to doing something because it is inherently interesting or enjoyable, while

extrinsic motivation refers to doing something because it leads to a separable outcome.

Studies show that intrinsic academic motivation results in better educational outcomes, such

as higher academic performances, better quality of learning, increased persistence and effort

in studies, and better psychological adjustment of learners, than does extrinsic academic

motivation. (Mizuno, Tanaka, Fukuda, Matsumura & Watanabe, 2011).

Students with intrinsic motivation are more enthusiastic, self-driven, challenging and

feel pleasure in their studies while students with extrinsic motivation try to drag themselves

with academic assignments, feel compelled to learn, and always put minimal efforts to

achieve maximum appreciations. (Afzal, Ali, Khan & Hamid, 2010).

Academic Motivation of College Students

 Past research has linked academic motivation with a number of desirable outcomes

such as academic achievement (Paulsen & Feldman, 1999), academic engagement (Panitz,

1999), greater success coping with stress (Struthers, Perry, & Menec, 2000), better study

skills (Robbins et al., 2004), adoption of self-regulated learning strategies (Schunk &

Zimmerman, 2012) and persistence (Porchea, Allen, Robbins, & Phelps, 2010). Motivation

consists of the “factors and processes that initiate and direct the magnitude, persistence, and

quality of goal-directed behaviors” (Dweck & Elliott, 1983; Elliott & Dweck, 1988; Paulsen

& Feldman, 1999, p. 18). Those factors and processes may pertain to a wide array of

purposeful activities, ranging from a person’s occupation to their hobbies and social

endeavors.

Objective of the Study

To this end, this study aims to determine the effects of stress and anxiety brought by

Covid-19 to the academic motivation of Filipino college students (ages 18-24) to provide

further information in developing effective interventions to combat the mental health crisis,

specifically on individual's stress and anxiety as well as to help in the understanding the

underlying cause of decline in academic motivation among college students.

 Research Paradigm

Figure 1: Research Paradigm

Statement of the Problem

The researchers would like to examine the following problems:

1. Is there a relationship between the academic motivation and the level of stress among

college students?

2. Is there a relationship between the academic motivation and the level of anxiety

among college students?

3. Is there a significant difference between the academic motivation between male and

female college students?

Hypotheses

There are significant amounts of studies pertaining to the Covid-19 affecting mental

health however there are not enough studies that look into the relationship between the stress

and anxiety and academic motivation of college students. This consequently enabled the

researchers to formulate the following hypotheses:

1. There is no relationship between the academic motivation and the level of stress among

college students.

2. There is no relationship between the academic motivation and level of anxiety among

college students.

3. There is no significant difference between the academic motivation between male and

female college students.

METHODS AND PROCEDURES

This study aims to determine the effects of stress and anxiety brought by Covid-19 to the

academic motivation of Filipino college students (ages 18-24) The researchers will use the

Beck Anxiety Scale (BAS) and Perceived Stress Scale (PSS) questionnaires to measure the

stress and anxiety levels of the college students, while the Academic Motivation Scale (AMS)

will be used to measure the academic motivation of students. The researchers will be using a

cross-sectional research design and a quota sampling method.

Population and Locale of the Study

The target population consists of college students (ages 18-24) studying in Saint Louis

University.
Sampling

To get the sample from the participants, the researchers will use a quota sampling method.

The target population is college students. Specifically, late adolescents (ages 18-24). The

researchers will choose one hundred male college students and one hundred female college

students. Thus, a total of two hundred participants will be selected to participate in the study.

Data Gathering Procedure

The participants will be asked to answer and complete the Beck Anxiety Scale

(BAS) and the Perceived Stress Scale(PSS). These scales are used in order to accurately

measure the level of anxiety and stress of the participants. The Academic Motivation Scale

(AMS) will be then used to measure the academic motivation of students.

The study will be conducted virtually through google forms for participants who will

be answering the questionnaires and zoom conferences for researchers' consultations and

deliberations.

Data Analysis

The researchers will use the Beck Anxiety Inventory (BAI) discovered by Aaron T

Beck, MD (Beck et al., 1990; Steer and Beck, 1997). It consists of 21 items with a 3-point

Likert scale and raw scores ranging from 0 to 63. It was developed in 1988 and a revised

manual was published in 1993 with some changes in scoring. The BAI scores are classified as

minimal anxiety (0 to 7), mild anxiety (8 to 15), moderate anxiety (16 to 25), and severe

anxiety (30 to 63). The BAI correlates highly with the BDI-II indicating that although the

BAI may provide useful clinical information, it is not specific and can’t be used
diagnostically. The reading level is even lower than the BDI-II (average Flesch-Kincaid

Grade Level 2.3. Because the instructions for the BAI are written at an 8.3 grade level, oral

instructions should be given to persons with lower reading skills.

The researchers will use the Perceived Stress Scale (PSS) developed by Cohen et al.

(1983). The PSS is considered as one of the most popular and has been used widely for stress

perception measurement. It is a 10 items scale that evaluates the method of an individual's

perception of the stressor as a stress. It measures the degree to which the situations in life are

perceived as stressful. The score ranges from 0 to 40. The answers are graded on a 5-point

Likert Scale ranging from never= 0, almost never= 1, sometimes= 2, fairly often= 3, to very

often= 4. Positively framed questions 4,5,7,8 are reverse scored, that is never=4 to very

often= 0, and the scores are summed, with higher scores indicating more perceived stress. A

score of fourteen or more is regarded as perceived stress. The levels of stress were arbitrarily

divided as follows: low perceived stress:0-13, moderate perceived stress: 14-26, and high

perceived stress: 27-40. A statistical analysis of T-test will be used in comparing the stress

and anxiety levels of early adolescents (ages 15-17) and late adolescents (ages 18-24).

The researchers will use the Academic Motivation Scale (AMS) which is one of the

most used instruments to measure the motivation level of students toward learning.

Originally, the scale consisted of 28-item seven-point Likert scales. The scale showed a very

high level of internal and external consistency in various researches. The respondents’ level

of motivation will be assessed by 28 questions; each of these questions had possible answers

arranged in five-point Likert scales. Points in the Likert scale were assigned as follows: 1 =

does not correspond at all, 2 = corresponds a little, 3 = corresponds moderately, 4 =

corresponds a lot, and 5 = corresponds exactly. These points were used to calculate the mean,

standard deviation, skewness, and kurtosis values for the 28 items. The AMS is subdivided
into seven subscales which measures three types of intrinsic motivation (intrinsic motivation

to know, to accomplish things, and to experience stimulation), three types of extrinsic

motivation (external, introjected, and identified regulation) and amotivation.

Two-Sample Assuming Equal Variances (T-test) will be used to differentiate male

and female college students' academic motivation. On the other hand, Pearson Correlation

will be used to indicate the relationship between stress levels and academic motivation and

anxiety levels and academic motivation.

Ethical Considerations

Ensuring informed consent to be received by all participants and appropriate

permission for usage of data. Confidentiality of responses and personal information will be

maintained to ensure privacy of data; more so, participants are informed on how the gathered

information will be kept and stored. Furthermore, researchers will thoroughly explain that

participants may refuse to answer the questionnaire or withdraw from the study if they

experienced any discomfort and that refusal or withdrawal does not result in any consequence

to the participants nor the research itself. In addition, the researchers would ensure that there

would be no means in the study that would cause physical and psychological stress to the

participants and would perform debriefing after they had participated in the study.
Chapter 3 Results and discussion

This chapter of the paper presents the data gathered from 200 participants who are

college students (ages 18-24) studying in Saint Louis University. In addition, the participants

must be in their late adolescents or ages 18 to 24 years old. Participants will be consisting of

one hundred male college students and one hundred female college students.

To answer the research questions the participants were asked to answer questionnaires

such as the Academic Motivation Scale (AMS) to measure the participants motivation

academically, Perceived Stress Scale (PSS) to measure the participants stress level, and Beck

Anxiety Inventory (BAI) to measure the participants anxiety level.

Table 1.1: Perceived Stress Scale

Perceived Stress Scale

Mean 23.45
0.34755
Standard Error 1
Median 24
Mode 25
Standard 4.91510
Deviation 8
24.1582
Sample Variance 9
0.09678
Kurtosis 5
Skewness -0.13535
Range 27
Minimum 10
Maximum 37
Sum 4690
Count 200

The first table shows the overall perceived stress level of the participants, obtaining a

mean of 23.45 from the Perceived Stress Scale means that the participants are experiencing a

moderate stress level. Out of the 200 participants 27% obtained a score ranging from 27 to 40
which means that they are experiencing a high perceived stress. On the other hand, 3% of the

participants obtained a low perceived stress. The participants perception of their own stress

level is important in understanding how the participants interpret the situation and on how

they adapt to the ever-changing circumstances and in this instance the shift from having face

to face learning to an online and modular mode of learning.

Table 1.2: Beck Anxiety Inventory

Beck Anxiety Inventory

Mean 25.785
0.93754
Standard Error 4
Median 24
Mode 29
Standard 13.2588
Deviation 7
175.797
Sample Variance 8
Kurtosis -0.45269
0.39163
Skewness 9
Range 63
Minimum 0
Maximum 63
Sum 5157
Count 200

The second table shows the data gathered on the anxiety level of the participants using

the Beck Anxiety Inventory (BAI). Table shows that the participants were able to obtain a

mean score of 25.785 which can be interpreted using the BAI interpretation as Moderate

Anxiety. Though most of the participants perceive themselves as someone experiencing a

moderate level of anxiety there were 24.5% of the participants who obtained a score which

can be interpreted as someone having a potential concerning level of anxiety. On the other

hand, 41.5 of the participants obtained a score which can be interpreted as someone who are

experiencing a low level of anxiety.

 The data gathered on the perceived stress and anxiety has negated most of the studies

that suggests that the pandemic has increased the likelihood of having an increased level of

stress and anxiety brought about by home isolations, fear of contracting the illness, and or the

quick shift from a face-to-face mode of learning to the modular or online mode of learning

which students have to adapt quickly. However, there were also studies which can support the

data gathered. One of which is a study by Cohen and Wills in 1985 which suggests that

according to the stress-buffering hypothesis model, social support attenuates the effect of

adverse events and decrease stress and symptoms of depression among students (Musumari et

al. 2018). Consequently, stress intensifies with lack of social support, isolation, and

loneliness (Wang et al. 2020). Cao et al. (2020) revealed a negative correlation of social

support with pandemic-related anxiety among students in China. During the COVID-19

pandemic, individuals reported increased support from friends and family members (Zhang

and Ma 2020). Such support relies mostly on sharing feelings and caring about family

members and others. Furthermore, students living with parents were less likely to develop

pandemic related anxiety (Cao et al. 2020). Interestingly, Maunder et al. (2008) highlighted

the importance of institutional support in times of pandemic, suggesting that universities

could play an essential role in assisting students. Of the numerous values Filipinos possess

two of which can help the study explain why the participants experience moderate stress and
anxiety. First, Pagpapahalaga sa Pamilya (Family-oriented) which can be defined as having

strong and close family ties. They place high regard and put importance on their family before

anything else. Secondly, Pakikisama (Helping others) Pakikisama (Helping others) can be

defined as Filipinos get along with different kinds of people. They can easily adjust to any

situation and are flexible. This trait fosters cooperation, good and helpful deeds. When their

neighbors are in trouble, they will help them in whatever they can. They also do not let their

family members go through hard times alone, instead, they help each other. Indeed having a

strong social support such as your family and friends can buffer the stress and anxiety that the

pandemic has brought us.

 Table 2 Academic Motivation

Table 2.1 Intrinsic Motivation to know and learn

A. Intrinsic Motivation to know and learn

Mean 19.82  
Standard Error 0.390642  
Median 20  
Mode 19  
Standard Deviation 5.524509  
Sample Variance 30.5202  
Kurtosis 0.386624  
Skewness -0.7695  
Range 24  
Minimum 4  
Maximum 28  
Sum 3964  
Count 200  

Intrinsic Motivation to know and learn refers to the engagement in an activity for the

pleasure and satisfaction that one experiences while learning, exploring, or trying to

understand something new (Vallerand et al. 1992, 1005). This type is representative of

intrinsic motivation in education since it is related to constructs such as curiosity, exploration,

and the epistemic need to know and understand which can be seen in a typical educational

setting.

Table 2.2 Intrinsic B. Intrinsic Motivation-toward Motivation Towards

Accomplishment accomplishment
 
Mean 18.34
Standard Error 0.409095092
Median 19
Mode 20
Standard
Deviation 5.785478268
Sample Variance 33.47175879
Kurtosis 0.240479944
-
Skewness 0.734029228
Range 24
Minimum 4
Maximum 28
Sum 3668
Count 200
 Intrinsic Motivation towards accomplishment is defined as engagement in an activity

for the pleasure and satisfaction derived when trying to excel, to reach a new standard, or to

create something new. Individuals with Intrinsic Motivation toward accomplishment focus on

the process rather than the outcome of an activity and seek to feel competent and creative.

Table 2.3 Intrinsic Motivation Toward Stimulation

C. Intrinsic Motivation-toward
stimulation
Mean 16.29
Standard Error 0.363704
Median 16
Mode 16
Standard Deviation 5.143545
Sample Variance 26.45606
Kurtosis -0.19856
Skewness -0.46093
Range 22
Minimum 4
Maximum 26
Sum 3257
Count 200

Intrinsic Motivation Toward Stimulation represents involvement with an activity for

the experience of fun, excitement, and positive sensations.

Table 2.4 Extrinsic Motivation-Identified

D. Extrinsic Motivation-Identified
Mean 22.285  
Standard Error 0.370072  
Median 23  
Mode 28  
Standard Deviation 5.233615  
Sample Variance 27.39073  
Kurtosis 2.209928  
Skewness -1.39559  
Range 24  
Minimum 4  
Maximum 28  
 Sum 4457  
Count 200  

Extrinsic Motivation-Identified is a more self‐determined type of extrinsic motivation

than external regulation because behaviours are valued, and considered important and, thus,

engagement is perceived as chosen by the individual itself. Integrated regulation refers to the

most self‐determined type of extrinsic motivation regarding internalisation. At this level,

behaviour is still performed for external reasons, although it is considered as part of the self

and goal‐directed behaviours may be consistently pursued. The absence of intrinsic reasons is

why behaviours, that are the outcome of integrated regulation, are not considered fully self‐

determined.

Table 2.5 Extrinsic Motivation-Introjected

E. Extrinsic Motivation-Introjected
Mean 19.49  
Standard Error 0.397690745  
Median 20  
Mode 21  
Standard Deviation 5.610118336  
Sample Variance 31.47342774  
Kurtosis 0.40929244  
Skewness -0.799217404  
Range 24  
Minimum 4  
Maximum 28  
Sum 3879  
Count 199  

Extrinsic Motivation- Introjected  Introjection refers to a more ‘internalised’

involvement with an activity, one in which the self is ‘more’ involved. At this stage,

behaviour is not yet self‐determined, but the individual is beginning to internalise the reasons

for her/his actions.

 Table 2.6 Extrinsic Motivation- External Regulation

F. Extrinsic
Motivation-
External
Regulation    
Mean 21.285  
Standard Error 0.408107379  
Median 22  
Mode 28  
Standard
Deviation 5.771509909  
Sample
Variance 33.31032663  
Kurtosis 1.042272329  
-
Skewness 1.120919541  
Range 24  
Minimum 4  
Maximum 28  
Sum 4257  
Count 200  

Extrinsic Motivation- External Regulation refers to the involvement in an activity to

gain rewards or to avoid punishment. Furthermore, behaviour is the result of experiencing

external or internal pressures.

Table 2.7 Amotivation

G.
Amotivation  
Mean 10.8
Standard Error 0.436926
Median 9
Mode 4
Standard
Deviation 6.17907
Sample
Variance 38.1809
Kurtosis 0.023125
Skewness 0.87154
Range 24
Minimum 4
 Maximum 28
Sum 2160
Count 200

This dimension refers to the absence of a contingency between one’s actions and

outcomes. Amotivated individuals do not seem to have specific purposes and goals and they

don’t seem to approach ends in a systematic fashion. Amotivated individuals simply do not

demonstrate the intent to engage in an activity. Amotivation has been related to learned

helplessness, where individuals withdraw effort because of perceptions of incompetence and

loss of control.

Table 2 shows the data gathered from the participants in each of the subscales in the

Academic Motivation Scale together with the definition of each of the subscales. Using the

Academic Motivation Scale Formula which can give you a value from -18 which means very

little self determination to +18 which can be interpreted as extreme self determination, the

participants obtained a score of 10.4 which can be interpreted as Moderate Self-

Determination.

Deci & Ryan in 2002 stated that Self-Determination Theory (SDT) claims that

individuals have a psychological need for autonomy such as the perception of being the

source of one’s own behavior and that there are different styles of regulation for student

academic motivation which reflect differences in their relative levels of autonomy. These

types of regulation can be placed along a self-determination continuum ranging from

amotivation to extrinsic motivation to intrinsic motivation (Deci & Ryan, 2000) where it is

possible to identify six states which differ from the theoretical, functional, and experiential

point of view. Amotivation is considered the lowest level of autonomy on the continuum of

motivational styles. Individuals who are amotivated lack an intention to act (Ryan & Deci,

2000): they are neither intrinsically nor extrinsically motivated and they believe their actions
are the result of something that is beyond their control (Vallerand et al., 1992). Following

amotivation, externally regulated motivation is the second least self-determined behavior

which is performed to satisfy an external demand or obtain an externally imposed reward

contingency (Deci & Ryan, 1985). Moving upward along the continuum, introjected

regulation behaviors are controlled by internal reward/punishment contingencies, such as ego

enhancement, guilt, or anxiety (Deci & Ryan, 2000). Further along the continuum, identified

regulation is a more autonomous, or self- determined form of extrinsic motivation, and entails

the person attributing personal importance to the behavior. The most autonomous form of

extrinsic motivation is integrated regulation, which occurs when identified regulations have

been assimilated to the self (Deci, Vallerand, Pelletier, & Ryan, 1991). This form of extrinsic

motivation is different from intrinsic motivation, because it is still instrumental rather than

pursued for pleasure or personal satisfaction (Deci & Ryan, 2000, p. 237). At the top of the

continuum is intrinsic motivation which is the most self-determined form of behavior. This

type of regulation refers to “doing an activity for its inherent satisfactions rather than for

some separable consequence” (Deci & Ryan, 2000, p. 3).

Table 3: Corelation between Academic Motivation Scale and Perceived Stress Scale

Academic Motivation Perceived Stress

Correlation Interpretation

A. Intrinsic Motivation to know and learn -0.23444 Weak negative

correlation

B. Intrinsic Motivation-toward -0.12875 Weak negative

 accomplishment correlation

C. Intrinsic Motivation-toward stimulation -0.20267 Weak negative

correlation

D. Extrinsic Motivation-Identified -0.12246 Weak negative

correlation

E. Extrinsic Motivation-Introjected -0.01433 No correlation

F. Extrinsic Motivation- External Regulation 0.126719 Weak positive

correlation

G. Amotivation 0.268375 Moderate

positive
correlation

Table 3 shows the corelation between the data gathered using the Academic

Motivation Scale and the data gathered using the Perceived Stress Scale. Using

____________________ the researchers corelated each of the subscales in the Academic

Motivation Scale with the Perceived Stress Scale.

The subscales Intrinsic Motivation to learn and know, Intrinsic Motivation-toward

accomplishment, Intrinsic Motivation-toward stimulation, and Extrinsic Motivation-

Identified obtained a value of -0.23444, -0.12875, -0.20267, and 0.12246 respectively means

that there is a weak negative correlation between the each of the subscales and the perceived

stress level of the participants. Consequently, having a weak negative correlation means that

there is a relationship between the subscales and the perceived stress level but not that strong.

This also means that when the perceived stress level of the participants increases the

participants Intrinsic Motivation-toward accomplishment, Intrinsic Motivation-toward

stimulation, and Extrinsic Motivation-Identified decreases. These findings are supported by

the study done by Meeter, M., Bele, T., Den Hartogh, C. F., Bakker, T., De Vries, R. E., &

Plak, S., last 2020 which suggested that students’ motivation have gone lower under online

than they would normally have been in traditional college education. On the other hand, the
study of Faridah, I., Ratna Sari F., Wahyuningsih, T., Putri Oganda F. and Rahardja, U.,

done last 2020 resulted that college students have been more motivated in learning through

online learning.

PLEASE ADD OTHER ARTICLES THAT CAN

SUPPORT OR NEGATE THE FINDINGS!!!!

Since the obtained score for the perceived stress level of our participants is considered

in the Moderate level and the Academic Motivation Level of our participants is also in the

moderate self determination level. These findings will invalidate the researchers’ hypothesis

which states that there is no relationship between participants’ perceived stress level and

academic motivation.

In contrast, Extrinsic Motivation-Introjected manifested a no correlation with stress

level, Extrinsic Motivation- External Regulation subscale manifested a weak positive

correlation and the Amotivation manifested a moderate positive correlation. It is noteworthy

that the subscale Amotivation have a moderate positive correlation which means that as the

stress level increases the level of amotivation which is defined as individuals do not seem to

have specific purposes and goals and they do not seem to approach ends in a systematic

fashion. Amotivated individuals simply do not demonstrate the intent to engage in an activity.

Table 4: Corelation between Academic Motivation Scale and Beck Anxiety

Inventory

Academic Motivation Beck Anxiety

 Correlation Interpretation

A. Intrinsic Motivation to know and learn -0.14878 Weak negative

correlation

B. Intrinsic Motivation-toward -0.0759 No correlation

accomplishment

C. Intrinsic Motivation-toward stimulation -0.0703 No correlation

D. Extrinsic Motivation-Identified -0.06484 No correlation

E. Extrinsic Motivation-Introjected -0.08382 No correlation

F. Extrinsic Motivation- External Regulation 0.099306 No correlation

G. Amotivation 0.0127236 No correlation

One of the goals of the research is to find a possible relationship between anxiety and

academic motivation. Since most of the researches are focused on the relationship between

Anxiety and Academic Performance and not on the Academic Motivation the researchers

hypothesized that there is no relationship between Anxiety and Academic Motivation. In

Table 4.2 the researchers identified six out of the seven subscales in the Academic

Motivation Scale having no correlation or relationship with the Anxiety. These findings

validates and accepts the researchers’ hypothesis that there is no relationship between the two

variables On the other hand, there is a weak negative correlation between the subscale

Intrinsic Motivation to know and learn which is defined as doing things activity for the

pleasure and satisfaction that one experiences while learning, exploring, or trying to

understand something new. Motivation to know and learn is also closely related to the

educational setting where in curiosity, exploration, and the epistemic need to know and

understand can be seen as a representative of intrinsic motivation in education.

 PLEASE ADD OTHER ARTICLES THAT CAN

SUPPORT OR NEGATE THE FINDINGS!!!!

Table 5: Correlation between Academic Motivation and Gender

Table 5.1 Correlation between Intrinsic Motivation to know and learn and Gender

A. Intrinsic Motivation to know and learn

  Male Female
Mean 19.54 20.27
B. Intrinsic Motivation-toward accomplishment
Variance 32.93778 44.2799
Observations 100 100
  Male Female
Hypothesized Mean
MeanDifference 17.630   18.7
Variance
df 32.21525253194 32.07070707
 
Observations
t Stat 100
-0.83074   100
Hypothesized Mean
P(T<=t) one-tail 0.203571  
Difference 0  
t Critical one-tail 1.652746  
df 198  
P(T<=t) two-tail 0.407142  
-
t Critical two-tail 1.972268  
t Stat 1.334521922  
P(T<=t) one-tail 0.091782754  
t Critical one-tail 1.652585784  
P(T<=t) two-tail 0.183565509  
The obtained t value of -0.83
t Critical two-tail 1.972017478  
falls within the critical value of
+/= 1.972 and a P-value (two-tail) of 0.40 falls beyond the alpha level at .05 . Therefore, we
accept the null hypothesis that there is no significant difference in the Intrinsic motivation-to
know and learn of male (X=15.93) and female (X=16.39) college students.

Table 5.2 Correlation between Intrinsic Motivation-toward accomplishment and

Gender
The obtained t value of -1.33 falls within the critical value of +/-1.972 and a P-value (two-tail)
of 0.18 falls beyond the alpha level at .05 . Therefore, we accept the null hypothesis that
there is no significant difference in the Intrinsic motivation-toward accomplishment of male
(X=15.93) and female (X=16.39) college students.

Table 5.3 Correlation between Intrinsic Motivation- To Experience Stimulation and

Gender

C. Intrinsic Motivation- To Experience

Stimulation
The   Male Female obtained t value of -0.63 falls within
the Mean 15.93 16.39 critical value of +/- 1.972 and a P-
value (two-tail) of 0.52 falls beyond the
Variance 23.92434 29.31101
alpha level at .05 . Therefore, we
Observations 100 100 accept the null hypothesis that there is
no Hypothesized significant difference in the Intrinsic
Mean Difference 0   motivation-to experience stimulation of
male df 196   (X=15.93) and female (X=16.39)
t Stat -0.63046   college students.
P(T<=t) one-tail 0.264564  
t Critical one-tail 1.652665  
P(T<=t) two-tail 0.529128  
t Critical two-tail 1.972141   Table 5.4 Correlation between

Extrinsic Motivation-Identified and Gender

D. Extrinsic Motivation-Identified
  Male Female
Mean 21.11 21.93
Variance 32.05848 33.27788
Observations 100 100
Hypothesized Mean
Difference 0  
df 198  
t Stat -1.01446  
P(T<=t) one-tail 0.1558  
t Critical one-tail 1.652586  
P(T<=t) two-tail 0.3116  
 t Critical two-tail 1.972017  

The obtained t value of -1.01 falls within the critical value of 1.972 and a P-value (two-tail) of
0.31 falls beyond the alpha level at .05 . Therefore, we accept the null hypothesis that there
is no significant difference in the Extrinsic motivation-Identified of male (X=15.93) and female
(X=16.39) college students.

Table 5.5 Correlation between Extrinsic Motivation-Introjected and Gender

E. Extrinsic Motivation-Introjected
  Male Female
Mean 18.91 19.79
Variance 30.8504 32.71303
Observations 100 100
Hypothesized Mean
Difference 0
df   198
t Stat   1.103771
P(T<=t) one-tail 0.135516
t Critical one-tail 1.652586
P(T<=t) two-tail 0.271032
t Critical two-tail 1.972017

The obtained t value of 1.10 falls within the critical value of +/-1.972 and a P-value (two-tail)
of 0.27 falls beyond the alpha level at .05 . Therefore, we accept the null hypothesis that
there is no significant difference in the Extrinsic motivation-Introjected of male (X=15.93) and
female (X=16.39) college students.

Table 5.6 Correlation between Extrinsic Motivation-External Regulation and Gender

F. Extrinsic Motivation-External Regulation

  Male Female
Mean 20.36 22.02
Variance 39.64686869 31.91878788
Observations 100 100
Hypothesized Mean
Difference 0  
df 196  
-
t Stat 1.962256417  
P(T<=t) one-tail 0.025574037  
 t Critical one-tail 1.652665059  
P(T<=t) two-tail 0.051148074  
t Critical two-tail 1.972141222  

The obtained t value of -1.96 falls within the critical value of +/- 1.972 and a P-value (two-tail)
of 0.051 falls beyond the alpha level at .05 . Therefore, we accept the null hypothesis that
there is no significant difference in the Extrinsic motivation-External Regulation of male
(X=15.93) and female (X=16.39) college students.

Table 5.7 Correlation between Amotivation and Gender

G. Amotivation
  Male Female
Mean 11.01 11.23
Variance 35.58576 52.64354
Observations 100 100
Hypothesized Mean
Difference 0  
df 191  
t Stat -0.23422  
P(T<=t) one-tail 0.407534  
t Critical one-tail 1.652871  
P(T<=t) two-tail 0.815068  
t Critical two-tail 1.972462  

The obtained t value of -0.23 falls within the critical value of +/- 1.972 and a P-value (two-tail)
of 0.81 falls beyond the alpha level at .05 . Therefore, we accept the null hypothesis that
there is no significant difference in the Amotivation of male (X=15.93) and female (X=16.39)
college students.
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