Tetel

Northeastern Mindanao Colleges
Corner Rizal and Amat St.,

8400, Surigao City
PREDICTORS OF SELF-ESTEEM AND MOTIVATION AMONG THE BEED

STUDENTS OF NORTHEASTERN MINDANAO COLLEGES
An Undergraduate Thesis Presented to

The Dean and Faculty of the College of Teacher Education
Surigao City
In partial fulfillment of the requirements for the degree

BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION
By
CALIWAN, AZIEL G.
CALOOY, ABIGAEL G.
NOGUERRAZA, SHEILA MAE O.
OJEL, CHRISTINE JOY P.
JULY 2023
8400, Surigao City
Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

Mindanao Colleges
APPROVAL SHEET
This Thesis Proposal entitled “THE FINAL APPROVED TITLE OF YOUR THESIS”
prepared and submitted by AZIEL MAE G. CALIWAN, ABIGAEL G. CALOOY,
SHEILA MAE O. NOGUERRAZA and CHRISTINE JOY P. OJEL in partial
fulfillment of the requirements for the Degree of BACHELOR OF ELEMENTARY
EDUCATION has been examined, and is hereby recommended for approval and
acceptance.
CHARLTON FELIZA
Adviser
------------------------------------------------------------------------------------------------------------
PANEL OF EXAMINERS
APPROVED by the panel of examiners during the pre-oral defense at Northeastern

Mindanao Colleges, Surigao City on July___,2023.
Chairman
Member Member
------------------------------------------------------------------------------------------------------------
ACCEPTED in partial fulfillment of the requirements for the Degree

Bachelor of Elementary Education.
MILAGROS G. VILLARAMA, PhD

Dean, College of Teacher Education
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Mindanao Colleges
TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET i
TABLE OF CONTENTS ii
LIST OF TABLES AND FIGURES iii
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Framework of the Study 7
Statement of the Problem 11
Hypothesis 12
Significance of the Study 13
Scope and Limitation 14
Definition of Terms 14
2 REVIEW OF RELATED LITERATURE 16
Synthesis of the Review 21
3 METHODS 2
Research Design 22
Participants 22
Instrument 23
Data Gathering Procedure 25
Ethical Considerations 25
Data Analysis 25
REFERENCES 26
APPENDICES
A. Survey Questionnaire 35
CURRICULUM VITAE
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TABLES Page
Distribution of Respondents 23
Likert-Scale 24
1. Demographic Profile of the Respondents 26
Determined the predictors of self-esteem. 27-29
Determined the predictors of the motivation 29-31
LIST OF FIGURES
1. IPO Model of the Study 10

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Self-esteem is important for both children and adults. It helps one to hold his/her
head high and feel proud of oneself and what an individual can achieve. It gives courage
to try new things out and the power to believe in oneself (Nilofar Vazir Syeda, Imrana
Raza, 2009). However, having a lack of confidence, self disappointment, self doubt from
time to time is what most of the people experience. There are some circumstances we’re
attacked by low self-esteem that may leads the individual emotionally and socially
harmful. In addition, self-esteem is highly important for mental health; it is considered as
one of the important indicators of emotional states, general adaptability to life-challenges
and resilience to stress during lifetime (Baumeister et al., 2003; Dishman, Hales, Pfeiffer,
Felton, Saunders, Ward, & Pate, 2006; Fox, 1999; 2002a; 2002b).
The researcher choose to study predictors of self-esteem and motivation among
BEED students of Northeastern Mindanao Colleges where though as researchers observed
even in ourselves, the students of Northeastern Mindanao Colleges most especially the 1 st
and 2nd year BEED students which these year level served as a beginning steps in college
where they adjust to the changes, difficulties and observed of how they conquer the
challenges they faced, through their hard works, determination, motivations they have and
the self-esteem they carry to just continue what their already started for in despite of
challenges and difficulties faced in life considering always how their self-esteem bringing
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will be? What motivates them to confront all of the potential hurdles and problems as they
continue their studies. Researcher predictions, is what the main importance that can affect
the individual most of having either low or high self-esteem and motivation that they bring
that can possibly result beyond the semester and even in the future. Meanwhile, if the
students have those indicators, they will have strong incentives and self-esteem to attain
their goals in the future.
The researcher aims to determine the predictors of self-esteem and motivation
among BEED students of Northeastern Mindanao Colleges. High self-esteem positively
affects person’s initiative and is related to success in different activities, like academic and
professional achievement, and success in sports (Baumeister et al., 2003; Ciarrochi,
Heaven, & Fiona, 2007; Fox, 2000, 2002a; Weinberg & Gold, 2007). Therefore, low level
of self-esteem has implications to behavioral problems and poor school performances.
Aside from this, according to (Rubio 2007) that there is an observable dilemma
experienced by college students when it comes to oral participation (online and face to
face), especially when they trying to express their thought in English language and for
some instances, poor health, being bullied,and lack of support from family and friends.
Furthermore, if we are subjected to verbal and sexual assault, in a violent relationship, and
how we will always be treated by those around us. These reasons may lead to feelings of
isolation not feeling valued, unloved, or unwanted (Guara et.al, 2007) if researchers are
overweight and having trouble losing weight, this may lead to low self-esteem.
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Thus, the researchers will conduct to examined the predictors of self-esteem and
motivation as in order to have a lens of how they’re intended to pursue and continue their
studies since self esteem and motivation are interlinked according to some research
studies. In addition, to questions about self-esteem, researcher will also ought to ask about
their demographics profile and possible factors such as family support, peers, body image,
and social experiences as a way to understand students’ perception of common activities
and other pressures surrounding in college. In regards of the relationship of self-esteem
and motivation, it is necessary in our study to ask predictive questions. And for some
reason, we wanted to examines how other factors are known to relate to self-esteem in
their current year levels.
Framework of the Study
Self-Esteem Theory
High self-esteem equates to the healthy and happy individual, while low self-
esteem equates to the unsatisfied, disconcerted individual. (Flynn, 2003). Furthermore,
Stevenson and Lee (1990) found that parents who feel their children's performances are
determined by their skills participate in their children's school careers less frequently than
parents who believe their children's results are influenced by effort. Miller (1995) explored
the role of parents as supports of their children's academic achievement, indicating that
parental attributions to their children's academic successes are formed early in the
children's school careers.

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Furthermore, according to Kelly and Michela (1980) attribution theory- the study
of perceived causality, suggests that parent and teacher attributes towards their children's
performances have a significant impact on their development, abilities, and capabilities.
As a result, positive signs of parental and teacher encouragement displayed toward their
children have significant positive impacts on their children's successes, and are essential to
enhance and maintain positive growth and levels of academic performance (Bell, Allen,
Hauser, & O'Conner, 1996; Cutrona, Cole, Colangelo, Assouline, & Russell, 1994; Finn &
Rock, 1997; Hoffman & Weiss, 1987; Moss & St. Laurent, 2001; Peng, 1994).
Motivation theory
There’s a possible incentives such as the prospect of rewards and opportunities of
the situation stimulate the motives, needs, wishes, and emotions of a person’s self, which
come to life through generating an action goal (Dweck et al., 2003; Roeser & Peck, 2009).
The self has not played a major role in motivation research for a long time (Weiner, 1990).
This was partly due to Freud’s psychoanalytic theories, which recognized the id rather
than the ego as the motivational driver of behavior. Moreover, behavioristic approaches
that characterized motivation and learning as fully controllable from the outside also
neglected mental constructs such as the self (McCombs, 1991). It was only with the
greater prevalence of cognitive and social-cognitive theories that the self found its way
back to motivational research (Weiner, 1990).
This study will founded on the idea that family, peers, and health circumstances
are indicators of students' self-esteem and motivation. High self-esteem positively affects
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person’s initiative and is related to success in academic. Nevertheless, self-esteem and
motivation among BEED students of Northeastern Mindanao Colleges can improved their
quality of life and having a high self-esteem equates to the healthy, and happy individual.
Therefore, maintaining a good relationship and communicate with family, school, and
peers to have strong self-esteem and to always be motivated to all things in daily life that
we need to accomplish.
The respondents' age is thought to have a substantial impact, which it reflects as to
whether affective or perceived self-esteem and drive are the most common. The gender of
the pupils is taken into account because predictors might have a substantial impact on the
BEED students' self-esteem and drive. The family monthly income could affect the
student’s performances and most especially in terms of financial and support. And also in
terms of number of siblings that influence whether one has high or low self-esteem and
drive in terms of family parental support, encouragement, and trust.

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Profile of the Respondents: Research Statistical

 Sex Method:
 Age  Frequency and
 Year level percent
 Family monthly income  Mean and Standard
 Number of siblings Deviation
Predictors of self-esteem  One-way ANOVA
and motivation:
 Family
 School
 Peer Basis for proposed
 Physical appearance recommendation
 Social experience
Predictors of motivation:
 Intrinsic
 extrinsic
Figure 1. Schematic Diagram of the Study

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The first box shows the respondents profile which is among BEED students in
Northeastern Mindanao Colleges has classified into: a) age; b) sex; c) year level; d) family
monthly income; e) number of siblings and also shows the Predictors of Self-esteem and
Motivation that are grouped into; a) family; b) school; c) peer; d) physical appearance; e)
social experience; f) intrinsic; g) extrinsic. The second box shows the research statistical
method such as: a) Frequency and percent; b) Mean and Standard deviation; c) One-way
ANOVA; d) Pearson Product Moment Correlation. The third box shows the basis for
proposed recommendation. The arrows between the boxes show the connection of
respondents profile to the statistical method that the researcher used and to the predictors
of self-esteem and motivation among BEED students in Northeastern Mindanao Colleges.
Statement of the Problem
Thus, this research study intends to give constructive solution through analyzing the
Predictors of Self-Esteem and Motivation among BEED students of Northeastern
Mindanao Colleges. Specifically, it aims to answer the following questions:
1.What is the profile of the respondents in terms:
1.1 age;
1.2 sex;
1.3 year level;
1.4 Family monthly income; and
1.5 Number of siblings?

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2. What are the predictors of self-esteem as perceived by student’s respondents in terms
of the following:
2.1 Family support;
2.2 School environment;
2.3 Peers;
2.4 Physical appearance; and
2.5 Social experience?
3. What are the predictors of motivation as perceived to do the following:
3.1 Extrinsic motivation; and
3.2 Intrinsic motivation?
4. Is there significant difference in the perceived predictors of self-esteem and motivation
of BEED students when grouped according to their profile?
5.Based on the findings, what recommendations may be proposed?
Hypothesis
At 0.05 level of significance, there is no significant difference between the
Predictors of self-esteem and motivation among BEED Students in Northeastern
Mindanao Colleges when I grouped according to profile variables.

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Significance of the Study
The findings of the study will contribute and will benefit the following:
Academe. The findings of this study will provide favorable feedback to the college
academe in terms of inviting a person who is an expert on gaining strong self-esteem and
motivation. To retain their positive self-esteem and to stay motivated to accomplish
schoolwork and be one of the school's models for students.
Teachers. The findings of this study will provide enough information to investigate
further strategies and approaches for educating children about good behavior and ways to
increase students' self-esteem so that they are motivated to accomplish schoolwork and
achieve excellent marks.
Students. The success of this study will be beneficial for the students of Northeastern
Mindanao Colleges that they will be inspired and motivated to achieve the things. Since
having high and low self-esteem can somehow affects what motivated are we in doing
things in everyday life that we need to accomplish.
Parents. As one of the indicators of the self-esteem and motivation, the findings of this
study will give them a lens as to what responsibilities as parents to their children and what
their children needs in terms of Physical, financial, and emotional assistance are all
available.
Future Researchers. The findings of the study will make use of the present study as a
springboard for the conduct of studies related to this topic.

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Scope and Limitation of the Study
This research study aims to find out the Predictors of Self-esteem and
Motivation among the BEED Students of Northeastern Mindanao Colleges. And it is
limited in terms of contents, participant, place, and time.
Content. This study aims to determine the predictors of self-esteem and motivation
among BEED students of Northeastern Mindanao Colleges.
Participants. The participant of this study focuses on 1st and 2nd year students of BEED
in Northeastern Mindanao Colleges.
Place and Time. This study will be conducted in the city of Surigao this academic year
2023-2024.
Definition of Terms
The following terms are operationally defined to guide readers to have clear minds
as to its use and purposes.
Extrinsic Motivation. Extrinsic motivation is a motivation that is driven by external
rewards. These can be tangible, such as money or grades, or intangible, such as praise or
fame. Extrinsically motivated person will continue to perform a task even though it might
not be in and of itself rewarding.
Family Support. It refers to support services often aim to help families improve their lives.
Support may include child support, energy assistance, health insurance, employment, skills
training, counseling services, or military family guidance. With these types of family support
available, you do not have to face your challenges alone.

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Intrinsic Motivation. It include personal growth, relatedness, community feeling, and
self-esteem. A intrinsically motivated person is moved to act for the fun or challenge
entailed rather than because of external products, pressures, or rewards.
Motivation. It refers to student's desire (as reflected in his or her approach, persistence,
and level of interest) regarding academic subjects when the student's competence is judged
against a standard of performance or excellence.
Peers. It refers to someone at your own level where it contribute to more general
perceptions of peer academic support and, in turn, to more positive academic self-efficacy
beliefs.
Physical Appearance. It means the outward appearance of any person, irrespective of
sex, with regard to hair style, beards, manner of dress, weight, height, facial features, or
other aspects of appearance.
Predictors. It is something such as a predictor variable that is used to predict the
occurrence and/or level of another variable, called the outcome variable. A researcher will
measure both variables in a scientific study and then use statistical software to determine if
the predictor variable is associated with the outcome variable.
School Environment. It basically reflects the planning and strategies made by the school
authorities and ways in which they are being implemented. It expected to develop a
positive self concept among students and thus may prove to be beneficial for the outcomes
of education both in terms of quality and better academic achievement.

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Self-esteem. Self-esteem is how we value and perceive ourselves. It's based on our
opinions and beliefs about ourselves, which can feel difficult to change. It is important for
overall student success and to improved mental well-being.
Social Experience. It refers to the knowledge about the social reality, experiences of
performing the methods of activity, experiences of emotional relationships. It required to
develop communication and social skills. In this context, both positive and negative social
experiences are potentially beneficial.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This section presents previous studies, articles, and many other information from
published journal and internet that are related to the study at hand.
Family Support
Family environment has been shown by various researchers to influence
adolescents’ psychological adjustment, problem solving strategies as well as self-
confidence and ability to clear goals. Studies on self-esteem have shown that the way in
which individuals perceive themselves have influence on the adolescent social, academic
and emotional development (Ferro and Boyle, 2014). In a study by Goodman and Pickens
(2001) has shown that those children of divorced parents are unlikely to return to normal
state and that the effect of divorce and family break up has long lasting effect on their self-
esteem. A research findings conducted by Amalu(2017) implies that students from
divorced homes are having serious family conflicts which have affected their family
cohesion and self-esteem and this make them not to adjust well psychologically.
Therefore, these following findings from other related studies tells us that there
we’re factors lead to low self-esteem more over the research shows that participants
family situation such as parents employment and neutral status (for example divorce,
separated,MI chowed or unmarried) as well as birth order do not impact children's self-
esteem. In contrast with the conclusions from Elfhag, et. al (2010) who assert that parental
divorce does not influence children's self-esteem but Kim (2011) believes that divorce
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does have a negative impact own children self-esteem he examined the influence of three
different parental divorce stage (pre in after divorce on children's cognitive skills and non-
cognitive traits and found out that negative consequences of parental divorce are most
prominent when parents are in the process of getting divorced compared with children
from intact families children whose parent are in the stage of divorce are more likely to
have problems with anxiety loneliness, low self-esteem and sadness Kim,2011-501).
Another study on the topic by Silborn et al. have stated in this regard that the
function of the family impacts the physical, social, and emotional health of the children. In
fact, what happens within a family and its functions can be a key factor in building
flexibility and reducing the current and future risks associated with adverse events and
condition. Several studies have shown that family environment, family functioning, and
parental patterns affect the physical and mental health of adolescents. Bahreini et al., in
their study on the effect of parental attachment patterns on depression and self-esteem
during adolescence, concluded that low parental care and tight control patterns have a
significant relationship with depression and low self-esteem in adolescent girls. A study
conducted by Walker and Shepherd showed that family problems can be the cause of
educational and training failures, disintegration of social ties, social alienation, and alcohol
and drug abuse. Overall, the results of previous studies suggest that dysfunctional families
are a center in which crime grows, functional families can support and nurture their
children, and any incompetency in the function of the family could adversely affect the
child's norms.
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School Environment
A research study by (Siddiqui,2017) explains that good school environment is
expected to develop a positive self concept among students and thus may prove to be
beneficial for the outcomes of education both in terms of quality and better academic
achievement. As of one of the result in their findings that Psychologically safe and secure
environment always helps the individual for experimenting the new things and ways to
deal their academic, social and other problems. A healthy school environment is essential
for overall progress of the students. Students’ centre administration, teaching and
organization of co-curricular activities boost the morale of students and help in generating
learning environment. School environment basically reflects the planning and strategies
made by the school authorities and ways in which they are being implemented. Effective
planning covering cognitive, affective and psychomotor aspects of the students prove to be
effective and students’ achievements are enhanced.
Peers
The findings of the current study confirm prior theory and research indicating that
psychosocial contextual variables—including the quality of peer relationships—can play
an important role in predicting the social, emotional, and academic well-being of college
students (Astin, 1993; Kuh et al., 2005; Pascarella & Terenzini, 2005; Tinto, 1975). At
the same time, the current study extends prior research by examining the mechanisms by
which college students come to feel academically supported by peers and the
consequences of these perceptions for college students’ academic adjustment. In

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particular, the current study provides evidence that college students’ everyday interactions
with peers contribute to more general perceptions of peer academic support and, in turn, to
more positive academic self-efficacy beliefs.(Altermatt, 2016).
Physical Appearance
Body image and self-esteem directly influence one another. When you have
healthy body image, you feel comfortable about your body and know how to care for it.
When someone doesn’t like their body, they may not feel good about themselves or take
care of themselves. (Jessie, 2022). As they grow up, children build a picture or image of
themselves. This image develops through the things that they can or cannot do and by how
other people see them. Poor opinions of our bodies can cause low self-esteem and self-
confidence. An important contribution to the construction of a youth’s body image is the
media. Constantly watching ‘perfect’ bodies can feed youth insecurities over
attractiveness and weight. Studies show that idealized body image contributes to eating
disorders such as anorexia nervosa or bulimia, steroid use, protein supplements (Hogan &
Strasburger, 2008) and even plastic surgery.
Social Experience
Another study on the topic by (Safronova, 2014) explains that social experience is
determined to be the result of cognitive and practical activities of the individual,
manifested in the synthesis of knowledge about the social reality, experiences of
performing the methods of activity, experiences of emotional relationships. For instance, a

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contextual example given by the research study of (Kathryn Walsh,2019) explains that
teenagers home and school life will both affect his self esteem. If his raised in a loving and
nurturing home and has a close-kind group of supportive friends at school, his self-esteem
may be higher than that of a teen who is being raised by critical parents and has few
friends. Being teased or shunned by classmates or criticized by teachers can also damage.
A teenager's self-esteem if he has a physical or mental disability or belongs to the different
race or religion than most of his peers, he may feel embarrassment and shame that can
transform into low of self-esteem.
Motivation
Motivation has always been connected to academic achievement in schools.
Despite the literature’s numerous motivational variables, it has yet to be established which
form of motivation has the greatest effect on performance (Gbollie & Keamu, 2017).
Moreover, Habibah et al. (2011) described that future time perspective, achievement need,
learning goals such as mastery and performance, expectancy values, self-efficacy, and
self-determination were also can contribute to motivation.
Synthesis. The ideas presented by different researchers underscored the variables that
significantly affect the self-esteem and motivation among the BEED competence, family
support, school environment, peers, physical appearance, and social experience. These
studies are relevant to the present study for it will discuss the predictors of self-esteem and
motivation among the BEED students of Northeastern Mindanao Colleges.

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Chapter 3
METHOD
This chapter presents the research design, the respondents of the study, the
research instrument, and the data gathering procedures used in the analysis of the data.
Research Design
This study will employ a descriptive survey method of research to determine the
predictors of self-esteem and motivation. A descriptive research design is appropriate
because of the profile of the respondents in terms of sex, age, family monthly income, and
the number of siblings.
Research Respondents
The respondents of the study will be the 1 st and 2 nd year BEED Students of
Northeastern Mindanao Colleges. Since the population size of the respondents in 1st Year
Level is 25 and the 2nd Year Level is 25, all of them will be the respondents of the study.
The researchers will use a random sampling technique with the application of G-Power to
determine the sample size.

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Table 1. Distribution of Respondents
Year Level Enrollees Number of Sample
BEED 1st year 25
BEED 2nd year 25
Total number of Samples 50
Table 1 shows the distribution of respondents which consisted of total of fifty (50) 1st and
2nd year BEED Students in Northeastern Mindanao Colleges.
Research Instrument
This study will utilize a researcher-made questionnaire. It composed of three parts.
Part I will elicit information on the profile of the student respondents. The student
respondent's information will elicit through age, sex, year level, family monthly income,
and the number of siblings. Part II is composed of questions that considered as a tool to
determined the predictors of self-esteem. Part III is composed of questions that considered
as a tool to determined the predictors of motivation. Thus, these questionnaires will be
checked by the validators and advisers to ensure their validity and reliability before
conducting the survey. And to determined the predictors of the self-esteem and
motivation, the statistical range which corresponds to the Likert-Scale., results for both
groups are the following:
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Scale Parameter Verbal Interpretation Qualitative
Interpretation
4 3.26-4.00 Strongly Agree Very High
3 2.51-3.25 Agree High
2 1.76-2.50 Disagree Low
1 1.00-1.75 Strongly Disagree Very low
Validity. The researchers will seek permission from the Office of the Dean of College of
Teacher Education (CTE) to conduct the study. The questionnaire will be checked by the
experts in the field of research, teacher education, career and guidance and statistics.
Suggestions will take and the questionnaire will revised. Once approval is granted, a dry-
run will be conducted.
Reliability. The reliability of the research instrument will be established using the dry-run
method. The researchers will select students from BEED 1 st and 2nd year inside the school
of Northeastern Mindanao College to answer the questionnaire.
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Data Gathering Procedures
The questionnaire will be presented to the panel members for corrections and
suggestions and will be prepared for the validity and reliability of the researcher-made
survey questionnaire. The researchers will ask for a permission to the College of Teacher
Education (CTE) Dean through a letter of request before conducting a survey. Upon
approval, the researchers will personally conduct and retrieve of the questionnaire. The
answers of the respondents will be tallied and computed using appropriate statistical tools
then, results will be analyzed and interpreted.
Ethical Considerations
The study will be carried out with the authorization of the school administration
and the informed consent of the respondents. The researcher must preserve the identity,
responses, and information acquired, as well as treat all data with the strictest
confidentially, and any publishing or disclosure of details must be verified and approved
by the people concerned.
Data Analysis
The following statistical tools will be employed:
Frequency and Percentage Count. These tools will be used to summarize the profile of
the respondents.
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Mean and Standard Deviation. These tools will be used to describe the level of
satisfaction of the respondents and their level of motivations.
One-way ANOVA. These tools will be used to determine if there’s a significant
difference in the level of self-esteem of BEED students when group according to their
profile.
REFERENCES
Baumeister et al., 2003; Dishman, Hales, Pfeiffer, Felton, Saunders, Ward, & Pate, 2006;
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clanci.ceon.rs/data/pdf/0352-7379/2017/0352-73791702239L.pdf. Retrieved 2017
Detlef Urhahne & Lisette Wijnia (2023). Theories of Motivation in Education: an

Integrative Framework. Retrieved from
https://link.springer.com/article/10.1007/s10648-023-09767-9. Retrieved March
30, 2023.
Dr. Mohd Abid Siddiqui (2017). School Environment and Self Concept as Predictors
of Academic Achievement. Vol. 7 Issue 10 (ISSN: 2249-2496 Impact Factor:
7.081)Retrievedfromhttps://www.ijmra.us/project%20doc/2017/IJRSS_OCTOBE
R2017/IJMRA-12413.pdf. Retrieved October 2017.
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Ellen Rydell Altermatt (2016). Academic Support From Peers as a Predictor of Academic
Self-Efficacy Among College Students. Volume 21 Issue 1, May 2019. Retrieved
from https://journals.sagepub.com/doi/10.1177/1521025116686588. Retrieved
December 29, 2016.
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https://www.heretohelp.bc.ca/infosheet/body-image-and-self-esteem-a-guide-for-
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Moneva J., Villaro M., and Malbas M. (2020) .stated that parents who were always
involved by their child’s education are likely to have higher self-esteem.
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Achievement Amongst Pre-University Students. https://scialert.net/fulltext/?
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importance of body self-perception and exercise''.
https://www.researchgate.net/publication/322434473.
_Predictors_of_students'_self-est eem_The_importance_of_body_self-
perception_and_exercise
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Rosenberg, M., & Owens, T. J. (2001). Low self-esteem people: A collective portrait. In
T. J. Owens, S. Stryker, & N. Goodman (Eds.), Extending self-esteem theory and
research: Sociological and psychological currents (pp. 400–436). Cambridge
University Press. https://doi.org/10.1017/CBO9780511527739.018.
Shraddha Sharma &Surila Agarwala."(PDF) Self-Esteem and Collective Self-Esteem

Among Adolescents: An Interventional Approach"
https://www.researchgate.net/publication/277359915.
Tavani (2003). Motivation, self-confidence, and expectations as predictors of the

academic performances among our high school students. Retrieved from
https://go.gale.com/ps/i.do?p=HRCA&id=GALE%7CA116924600&v=2.1&it=r&
sid=googlescholar&userGroupName=anon%7Eadaedccb. Retrieved September
2003.
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Appendix A
Survey-Questionnaire
NORTHEASTERN MINDANAO COLLEGES
PREDICTORS OF SELF-ESTEEM AND MOTIVATION AMONG BEED
STUDENTS OF NORTHEASTERN MINDANAO COLLEGES
RESEARCHER-MADE QUESTIONNAIRE
I. PROFILE OF THE RESPONDENTS
Instruction: Fill your personal information below. Put a check on the space provided to
determine your choice. For the item that needs specific answer, kindly write your
information. Your response will be treated as confidential.
Name (Optional): ____________________________
Age: _________
Sex: ___Male ___Female
Year Level: ____
No. of Siblings:_____
Monthly Family Income:
___ below Php5,000

___ Php5,000 – Php15,000
___ Php16,000 – Php25,000
___ Php26,000 – Php35,000
___ Php35,000 and above
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II. Instruction: Check the column that corresponds to your answer.
4 - Strongly Agree (SA)

3 - Agree (A)
2 - Disagree (D)
1 - Strongly Disagree (SD)
Indicators 4 3 2 1
(SA) (A) (D) (SD)
A. Family Support
I am motivated to continue my studies
because…
1) I have a good relationship with my
parents.
2) Family is my harbor.
3) Family members feel respect to each
other.
4) My family constantly encourages me to
study well.
B. School Environment
I am motivated to continue my studies 4 3 2 1
because… (SA) (A) (D) (SD)
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1) I had the opportunity to consolidate my
own knowledge.
2) My teacher helps me improve my
communication skills.
3) The atmosphere is relaxed during the
lectures.
4) The teachers motivate me as a learner.
5) My ideas and suggestions are used during
classroom discussions.
C.Peers
1) My friends assisted me to improve my
grades.
2) My friends encourage me work hard in
college
3) Most of my friends are disciplined in
college and at home.
4) I feel connected to this school because of
my friends.
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5) I have friends who care about me.
D. Physical Appearance
1) I am confident despite my insecurities.
2) I am physically strong and resilient.
3) I am satisfied with myself regardless of
what people say.
4) Most things I do, I do well.
5) I feel valued when someone pays
attention to my appearance.
E. Social Experience
I usually don’t have the confidence
because…
1) I enjoy helping others.
2) The people around me appreciate my
academic achievements.
3) I feel that effort that leads to
improvement increases my ability.
4) I feel accepted and valued in the society.
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5) I have a good school environment.
III. Instruction: Check the column that corresponds to your answer. Rate yourself
how motivated you are:
4 - Highly Motivated
3 - Moderate Motivated
2 - Low Motivated
1 - Never
A. Extrinsic Motivation
How motivated are you to perform the 4 3 2 1
following..
1. To go to school/ attend classes.
2. To comply the activities/class
requirements.
3. To participate during class discussion.
4. To actively cooperate group activities.
5. To listen attentively in class discussion.
B. Intrinsic Motivation
How motivated are you to perform the 4 3 2 1
following...
1. To actively think about improvements of
my school works.
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2. To manage or organize my time in school
activities.
3. To gain new/advanced knowledge, I do
study after class.
4. To plan for my school-related works.
5. To study willingly because you feel
fascinated by a topic.
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CURRICULUM VITAE
PERSONAL INFORMATION
NAME : Calooy, Abigael G.
AGE : 20 Yrs. Old
DATE OF BIRTH : December 19, 2002
PLACE OF BIRTH: Mandus Lingig, Surigao Del Sur
ADDRESS : Brgy. Imee Basilisa Dinagat Islands
CIVIL STATUS: Single
NATIONALITY : Filipino
FATHER’S NAME: Constantino A. Calooy Jr.
MOTHER’S NAME: Marites G. Calooy
EDUCATIONAL BACKGROUND
ELEMENTARY : Rizal Central Elementary School /2015
HIGH SCHOOL: Rizal National High School /2019
COLLEGES : Northeastern Mindanao Colleges
COURSE : Bachelor of Elementary Education
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CURRICULUM VITAE
NAME : Aziel G. Caliwan
AGE : 20 Yrs. Old
DATE OF BIRTH : September 11, 2002
PLACE OF BIRTH: Brgy. Cawilan, Tagana - An, S.D.N
ADDRESS: Balbutin Street Purok 5 Brgy. Cawilan, Tagana -An, Surigao Del Norte
FATHER’S NAME: Pablito C. Caliwan
MOTHER’S NAME: Marilou G. Caliwan
ELEMENTARY : Cawilan Elementary School / 2015
HIGH SCHOOL: Cawilan National High School/2019
COLLEGE: Northeastern Mindanao Colleges
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CURRICULUM VITAE
NAME : Sheila Mae O. Noguerraza
AGE : 20 Yrs. Old
DATE OF BIRTH : April 10,2003
PLACE OF BIRTH: Sta Fe General Luna, Surigao del Norte
ADDRESS: Sta Fe General Luna, Surigao del Norte
FATHER’S NAME: Junde G. Noguerraza
MOTHER’S NAME: Nergie O. Noguerraza
ELEMENTARY : Sta Fe Elementary School /2015
HIGH SCHOOL:Sta Fe National High school /2019
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CURRICULUM VITAE
NAME: Christine Joy P. Ojel
AGE: 20 Yrs. Old
DATE OF BIRTH: January 12, 2003
PLACE OF BIRTH: Brgy. Quezon, Mainit, S.D.N
ADDRESS: Mosende Street Purok Everlasting Brgy. Quezon, Mainit, Surigao Del Norte
FATHER’S NAME: Jerwin Ojel
MOTHER’S NAME: Jane P. Ojel
ELEMENTARY : Mainit Central Elementary School /2015
HIGH SCHOOL: Mainit National High School /2019
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Northeastern Mindanao Colleges

Corner Rizal and Amat St.,

PREDICTORS OF SELF-ESTEEM AND MOTIVATION AMONG THE BEED

An Undergraduate Thesis Presented to

In partial fulfillment of the requirements for the degree

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

APPROVED by the panel of examiners during the pre-oral defense at Northeastern

ACCEPTED in partial fulfillment of the requirements for the Degree

MILAGROS G. VILLARAMA, PhD

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

1 THE PROBLEM AND ITS BACKGROUND 1

2 REVIEW OF RELATED LITERATURE 16

Synthesis of the Review 21

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

1. Demographic Profile of the Respondents 26

Determined the predictors of self-esteem. 27-29

Determined the predictors of the motivation 29-31

1. IPO Model of the Study 10

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

THE PROBLEM AND ITS BACKGROUND

harmful. In addition, self-esteem is highly important for mental health; it is considered as

one of the important indicators of emotional states, general adaptability to life-challenges

The researcher choose to study predictors of self-esteem and motivation among

BEED students of Northeastern Mindanao Colleges where though as researchers observed

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

their goals in the future.

The researcher aims to determine the predictors of self-esteem and motivation

among BEED students of Northeastern Mindanao Colleges. High self-esteem positively

professional achievement, and success in sports (Baumeister et al., 2003; Ciarrochi,

of self-esteem has implications to behavioral problems and poor school performances.

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

and social experiences as a way to understand students’ perception of common activities

and other pressures surrounding in college. In regards of the relationship of self-esteem

their current year levels.

Framework of the Study

esteem equates to the unsatisfied, disconcerted individual. (Flynn, 2003). Furthermore,

children's school careers.

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

performances have a significant impact on their development, abilities, and capabilities.

There’s a possible incentives such as the prospect of rewards and opportunities of

back to motivational research (Weiner, 1990).

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

person’s initiative and is related to success in academic. Nevertheless, self-esteem and

The respondents' age is thought to have a substantial impact, which it reflects as to

drive in terms of family parental support, encouragement, and trust.

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

Profile of the Respondents: Research Statistical

Figure 1. Schematic Diagram of the Study

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

of self-esteem and motivation among BEED students in Northeastern Mindanao Colleges.

Statement of the Problem

Predictors of Self-Esteem and Motivation among BEED students of Northeastern

Mindanao Colleges. Specifically, it aims to answer the following questions:

1.What is the profile of the respondents in terms:

1.3 year level;

1.4 Family monthly income; and

1.5 Number of siblings?

Predictors of Self-esteem and Motivation Among the BEED Students of Northeastern

2. What are the predictors of self-esteem as perceived by student’s respondents in terms

2.1 Family support;

2.2 School environment;

2.4 Physical appearance; and

2.5 Social experience?