I Know I Am Not The Only One: Examining The Role Of Students’ Sense Of

School Belongingness On Their Academic Motivation In The Onplus Setting

Baslote, Gweneth Angelee G.

Dumat-ol, Retchelle Chris E.
Dimas, Sohaiden D.
Elliot, Rashida J.
Gaputan, Lai Nerully O.

This thesis is submitted to the Department of Psychology on partial fulfillment of the

requirements for the degree of

Bachelor of Science in Psychology

Xavier University – Ateneo de Cagayan

DECEMBER 2023
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In Consortium with
ATENEO DE DAVAO UNIVERSITY and
ATENEO DE ZAMBOANGA UNIVERSITY

THESIS APPROVAL SHEET

This thesis is hereto entitled: I Know I Am Not the Only One: Examining the Role of
Students’ Sense of School Belongingness on their Academic Motivation in the
OnPlus Setting
Prepared and submitted by: Gweneth Angelee Baslote, Retchelle Chris Dumat-ol,
Sohaiden Dimas, Rashida Elliot, Lai Nerully Gaputan in partial fulfillment of the
requirements for the degree of Bachelor of Science in Psychology has been examined
for FINAL DEFENSE and is recommended for acceptance.

Jhoanna Marie M. Mocorro, PhD Cand., RPsy

Thesis Adviser

Approved by the Defense Committee with a grade of PASSED on December 3, 2023

Roselyn Nacague, RPm

Panel Member 1

Rousell Ferrer, RPm

Panel Member 2

Accepted in partial fulfilment of the requirements for the degree of Bachelor of

Science in Psychology.

Jason O Manaois, PhD

Chairperson, Department of Psychology
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ACKNOWLEDGEMENTS

The researchers would like to offer their greatest gratitude to the following
people who willingly gave their help and guidance throughout the processes and
difficulties they experienced which plays an important role in completing their research
study:

To Mr. & Mrs. Baslote, Mr. & Mrs. Dumat-ol, Mr. & Mrs. Dimas, Mr. &
Mrs. Elliot, and Mr & Mrs. Gaputan, the researchers’ parents and families who gave
their full support, encouragements, and prayers in completing their study

To Ms. Jhoanna Marie M. Mocorro, PhD Cand., RPsy, who offered

information, time, and knowledge to give the researchers the advice they needed.

To K-POP boy group: Seventeen and EXO, for illuminating the dark journey
of Mr. Dimas.

To the friends of Ms. Elliot, thank you for being the uplifting force that
fueled my energy in both good times and challenging moments. To the world of K-
Drama, thank you for being my never-ending source of happiness.

Thank you to my groupmates for the patience and understanding. Thank you
to my friends who kept me accompanied. Thank you to my parents who supported
me and did not stop believing in me. To my partner, Renieven, who is always there
for me. To my Ryzen, thank you for inspiring me and for giving me strength. I love
you. And, to myself who did not give up and kept going.

To Ms. Lai, for all the hard work she poured into, deserves nothing less than
the utmost gratitude and respect. Not only did she become a key player in this paper’s
success, but she became the beacon of life and love to Ms. Baslote’s life and will
continue to do so beyond the last pages of this paper.

To Ms. Gab, for being the arms I run to when the storm never ceases. For the
magic that you’ve brought to this paper and never losing your spark throughout the
journey. Thank you for being my person through it all.
 iv

Most of all, the researchers would like to give their praise and gratitude to God
Almighty for enlightening and guiding their paths in completing their research study
through thick and thin.
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ABSTRACT

As the transition of education shifted from online to hybrid learning and back
to face-to-face learning, examining the students’ sense of school belongingness on their
academic motivation is important. The study employs simple linear regression to gather
data from 307 undergraduate students at Xavier University - Ateneo de Cagayan. The
results reveal a noteworthy finding: a moderate positive correlation between students'
sense of school belongingness and their academic motivation. The analysis suggests
that a sense of belongingness is not the sole determining factor influencing academic
motivation in the OnPlus setting.

Keywords: sense of belongingness; academic motivation; OnPlus setting

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TABLE OF CONTENTS

Approval Sheet..............................................................................................................ii

Acknowledgements.......................................................................................................iii

Abstract..........................................................................................................................v

Table of Contents..........................................................................................................vi

Introduction...................................................................................................................1

OnsitePlus Setting.............................................................................................2

Sense of School Belonging...............................................................................3

Academic Motivation.......................................................................................4

Present Study................................................................................................................5

Theoretical Framework.................................................................................................8

Research Problem.........................................................................................................9

Method.........................................................................................................................10

Research Design..............................................................................................10

Participants and Sampling Method..................................................................10

Measures..........................................................................................................11

Procedure.........................................................................................................14

Simple Linear Regression Analysis.................................................................15

Ethical Considerations.................................................................................................16

Purpose of the Research...................................................................................16

Participant Selection.........................................................................................17

Voluntary Participation and Obtaining Informed Consent...............................17

Procedure and Duration....................................................................................17

Risk of Participation.........................................................................................19

Withdrawal Criteria..........................................................................................19
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Benefits of Participation...................................................................................20

Confidentiality and Anonymity........................................................................20

Data Management and Storage Plan................................................................20

Language Used in the Study............................................................................21

Role of Researchers or Primary Investigators.................................................21

Rights and Responsibilities of Participants.....................................................22

Declaration of Conflict of Interest...................................................................22

Researchers’ Details and How to Contact Researchers...................................22

Results.........................................................................................................................23

Table 1.............................................................................................................23

Table 1.2..........................................................................................................24

Discussion....................................................................................................................24

Conclusion...................................................................................................................28

Limitations and Reccomendations...............................................................................29

References....................................................................................................................32

Appendix A..................................................................................................................41

Appendix B..................................................................................................................43

Appendix C..................................................................................................................49

Appendix D..................................................................................................................50

Appendix E..................................................................................................................53

Appendix F..................................................................................................................59
 1

Introduction

No man is an island is what we have come to know as humans are social

creatures. In fact, we have known about it even before someone tried to tell us about it

since the need for a sense of belongingness is embedded in our human genetic code as

what was found out by a study conducted by Kelly-Ann Allen and her colleagues

(2021) of the academic research on belonging. This could explain why we engage in

economic partnerships and political alliances, live in families, our collaboration in

team-based settings, and our conceptualization of responsibility and purpose through

religious fellowship. Our culture, which is a product that emerged from the collective

living experiences, molds the norms that regulate our behaviors and interactions

(Parkhurst & Tarvin, 1997). One of these norms is that our socialization also goes into

the world of academia. Students in particular are immersed in the environment that

created and specifically existed around the school or the institutions.

As social beings, we like ourselves to belong in the environment that we are

in. Before we go any further, the researchers defined what being belong means. To put

it very simply, the idea of belonging refers to one’s integration into various aspects of

their environment, encompassing elements like family, friends, school, workplace,

community, cultural group, and geographical location (Haggerty et al., 1992). It has

come to the conclusion that these feelings and need of belongingness of a person is a

need that we strive to satisfy (Baumeister & Leary, 1995; Deci & Ryan 2000; Leary &

Kelly, 2009; Maslow 1954). Students are not excused for this motivation to

satisfaction, genetically embedded code or the emergent construct. They would find

the need to converse with their instructors, their peers, and the people that are

involved in making up the school environment. Paired and group assignments or

tasks, going inside school offices, attending seminars and assemblies are all inevitable
 2

and part of the life of being a student. It’s also no secret that students, college students

in particular, are used to spending a lot of time in the library, studying for a long time

before examinations, and generally being stressed out about school and their personal

lives (Mainzer, 2021). The stress and the difficulty juggling these stresses causes a

strain on the student’s mental health and thus in connection, oftenly affects the

student’s academic performance.

Not so long ago, COVID-19 caused a global pandemic and forced schools and

institutions to continue their academic roles in an online setting. As times passed by

and the threat of the COVID-19 has diminished enough for the students to slowly

return to learn from their campuses. After two whole years, the students are now

welcomed by their campuses as the online setting has turned into a hybrid setting. In

this environment, students have the opportunity to pursue their studies through a

combination of in-person and online classes. After a year of hybrid setting the

students and its schools are now welcoming the OnPlus or Onsite Plus as classes are

going to be now full on face to face with the usage of online as a tool for easier and

lighter workloads for both the instructors and the students. Although, before it came

into what it is now, the online setting took two whole years of the students. Two years

wherein their only medium of communication, their medium to feel belong, was

through online.

OnsitePlus Setting

OnPlus or Onsite+ is a fully face-to-face learning approach that incorporates a

range of useful technological tools alongside the university's official Learning

Management System (LMS), known as eLearn. The site eLearn has been used by the

XU Community especially the educators and students for them to be able to continue
 3

their learning and communications. Educators could post learning modules, links of

lecture videos, and requirements such as assignments, quizzes, exams, and other

forms that the students have to submit. The students would then be able to submit

their compliance to the requirements given by their professors through the portals that

the professors would make and open for the students.

The Onsite in OnPlus signified that Xavier University does intend to bring

back the modality of classes from before the pandemic started. The Plus on the other

hand signified that the requirements that the educator asks from the students could be

submitted through online as it would be convenient for both the students and teachers.

Sense of School Belonging

There is not a single agreed definition for the concept of belonging within the

context of higher education (Antonsich, 2010). Nevertheless, various scholars have

proposed conceptualization, including Goodenow (1993), who introduced the notion

of school belonging as the extent to which students experience acceptance, value,

inclusion, and support from both their peers and the broader school environment.

Several researchers have presented similar understandings of school belonging, using

different terms to describe their definitions. Wehlage et al. (1989) utilize the phrase

"school membership" to represent the idea of school belonging. Jimerson, Campos,

and Greif (2003) suggest the term "school connectedness'' to encompass the

emotional dimensions of school belonging. A study conducted by Korpershoek et al.

(2019) revealed that students who experience acceptance, respect, inclusion, and

support from their peers in the school environment (Goodenow, 1993) are inclined to

achieve academic excellence. Additionally, they tend to exhibit positive motivation,

socio-emotional well-being, and favorable behavior outcomes. Their study

 4

highlighted the significance of fostering meaningful and positive relationships within

the school setting (Baumeister and Leary 1995, 497). Furthermore, the positive and

moderately strong relationships between school belonging, self-concept, and

self-efficacy accentuate the critical role of school belonging in enhancing students'

emotional and social well-being within the school environment. Receiving support

and encouragement from significant school figures like teachers and peers

(Baumeister and Leary 1995; Goodenow 1993) seems to positively influence students'

self-esteem. Likewise, when students feel a sense of belonging, they demonstrate

greater behavioral engagement.

Academic Motivation

According to Lockwood et al. (2002), academic motivation pertains to the

objectives and aspirations that an individual establishes in the school setting. Students

exhibit heightened enthusiasm for learning when they harbor intrinsic motivation to

engage in their studies, comprehend the subject matter, and strive to realize their

maximum potential (Palomo, S., & Chagas, M. L., 2022). There are many factors that

can be attributed to one’s academic motivation including interpersonal relationships

such as classroom climate, student-teacher relationships, and companionships in

school (Buhs, 2005; Flook, Repetti, & Ullman, 2005). School belonging can

significantly contribute to students' academic accomplishments and values.

Baumeister & Leary (1995) stated that belongingness is a fundamental human need

and an essential requirement for positive outcomes in various areas and various

researchers and theories that focused on academic achievement suggested that

students' personal connection to their educational institution promotes the

internalization of academic values, fosters behaviors that support academic success,

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and thus plays a crucial role in achieving academic excellence (e.g., Eccles, 2004;

Finn, 1989; Voelkl, 1997). Another study by Freeman, Anderman, and Jensen (2007)

discovered that college students who experienced a greater sense of school belonging

exhibited higher levels of social acceptance and intrinsic academic motivation. While

there are distinctions between the K-12 and college contexts, early research on school

belonging among college students indicates that it remains connected to positive

outcomes in this population, suggesting the need for further exploration of school

belonging within the college setting.

The Present Study

While this is not a new topic and various researches have explored the

relationship between the two variables, only less studies have focused on higher

education and have yet to have any data during a full face-to-face set-up, particularly

after the pandemic. A study conducted by Gillen-O’Neel and Fuligni (2013)

discovered a positive correlation between school belonging and increased academic

motivation over the span of 4 years. Moreover, research has consistently linked school

belonging with high levels of happiness, adaptation, self-esteem, psychological

well-being, and self-identity (e.g. Jose et al. 2012; Law et al. 2013; Nutbrown and

Clough 2009; O’Rourke and Cooper 2010).

During the adolescent stage, schools serve a crucial environment for

socialization, facilitating interactions with both teachers and peers that contribute to

students' academic participation (McKeller & Wang, 2022). However, the

implementation of public health measures to mitigate the transmission of COVID-19

led to rapid changes in schools, such as the adoption of remote or hybrid learning

methods which blend both in-person and virtual instruction. This sudden transition,
 6

even in adjusted in-person learning situations, could have disrupted the social

interactions within schools that typically promote students' sense of connection and

engagement in academics and now that local schools have started to incorporate a full

face-to-face set-up these social interactions could have been disrupted yet again.

Prior to the pandemic, a primary objective of school staff members was to

facilitate connections between the university and students, serving as a bridge and

providing programs and opportunities for students to engage with one another

(Mignone, 2023). However, the pandemic resulted in a change in the role of staff

members, shifting their focus more towards enforcing policies rather than fostering

community building activities (ACUHOI, 2020; DeNiro, 2021). When students enter

an online discussion space, they are required to break the silence and address their

computer screens instead of engaging in conversations with their nearby classmates.

Additionally, physical spaces within schools, like hallways and gyms, provide

extra opportunities for students to interact with their peers beyond the regular

instructional hours (McKeller & Wang, 2022). In a qualitative study conducted by

Ellerbrock and Kiefer (2013), it was discovered that the time spent outside classrooms

played a crucial role in fostering a sense of connection among secondary school

students. Students' discussions about commuting together to shared classes or sharing

lunchtime contributed to a general feeling of belongingness. However, even in hybrid

learning formats, it is challenging to maintain the same level of continuous interaction

with classmates since students only have limited in-person contact with a portion of

their peers for a restricted duration (McKeller & Wang, 2022).

The way in which a student establishes connections with their peers,

instructors, and with the school community holds an influence over the trajectory of

their academic progress. Terlizzi and Villarroel (2019) highlighted that college
 7

students, as emerging adults, often report a higher prevalence of depressive symptoms

compared to other age groups. Arnett (2006) argued that this demographic,

particularly in the phase of emerging adulthood, tends to shape their identity through

social connections, and this developmental stage significantly aligns with their

university years. Another study also added that students in this phase are vulnerable to

a decline in mental health, particularly when experiencing a low sense of belonging

(Von Soest et al., 2020).

Moreover, the issue of school dropouts poses a significant challenge in

university education. Suhlman et al. (2018) emphasized that a prominent factor in

contributing to school dropouts is the lack of a strong sense of belonging to the

academic community. According to Faircloth and Hamm (2005), students consistently

express that interpersonal relationships play a pivotal role in shaping their overall

school engagement. Furthermore, there are several evidence and articles that supports

the notion that a student’s sense of belonging, characterized by close relationships

with social groups, individuals, and involvement in school activities, serves as a

critical facilitator for both motivation and academic achievement (Maslow, 1954;

Osterman 2000; Araujo et al., 2014; Murphy and Zirkel 2015; Slaten et al., 2016;

Gillen-O’Neel 2019; Maunder 2018). Research also revealed that an increased sense

of belonging extends beyond its impact solely on a student's academic performance

(Pedler et al., 2021). It has been correlated with various psychological and

socio-emotional advantages, encompassing aspects such as well-being, reduced stress

levels, elevated self-esteem, adeptness in emotion management, and the cultivation of

positive relationships (Slatem et al., 2016). These scholarly studies underscore the

multifaceted nature of the impact of belongingness, extending beyond academics to

encompass mental health and overall retention within the educational system.
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Such that this study aims to gain a deeper understanding of the aspect of the

student’s sense of school belongingness and how it relates to their academic

motivation. Hence, Strayhorn’s Sense of Belonging Model is the most appropriate and

fitting framework for the research study as it offers a comprehensive understanding of

belongingness within educational contexts and its influence on students' academic

motivation during face-to-face classes.

Theoretical Framework

Sense of school belongingness is one’s feeling of being welcomed, taken care

of, and supported which all encompasses the basic psychological needs that are

involved in socialization in the school context (Goodenow & Grady, 1993; Osterman,

2000). According to Baumeister and Leary (1995), each individual possesses an

inherent desire to form and maintain a number of lasting, positive, and significant

relationships thus it is to be able to comprehensively examine the reasons behind

varying levels of college success among students. It is crucial to take into account

both the qualities and experiences individuals bring with them to college, as well as

the experiences they encounter during their college journey. Drawn from Maslow’s

Hierarchy of Needs (1954) and Schlossberg’s (1989), Strayhorn (2019) referred to the

sense of belonging as the perception of social support among students while on

campus. It encompasses feelings of connectedness and entails experiencing care,

acceptance, respect, value, and a sense of importance from the campus community,

including faculty, staff, and peers and its impact on student motivation, engagement,

and success (Mignone, 2023). Sense of belonging plays a vital role in supporting

students as they navigate the challenges associated with the college transition.

Using Strayhorn’s Sense of Belonging Model, the researchers can explore the
 9

student’s perception of belonging in the school and how it affects their motivation in

learning activities. The model will also be used to investigate the role of students'

sense of belongingness and its dimensions on their academic motivation during

face-to-face classes, providing insights into the factors that enhance students'

engagement and success in the classroom. Strayhorn’s model will also be used in

proving that individuals are driven by the universal human need to belong which

indicates their significant effort to establish meaningful interpersonal connections and

foster a sense of belongingness. Typically, these sources of support that students

receive aids them in coping with various hurdles and challenges that they may face

throughout their college journey (Pittman & Richmond, 2008).

The objective of the researcher's study was to investigate how a student's

sense of belonging in school relates to their academic motivation. The figure (See

Appendix E, Figures E1) suggests that the manner in which students perceive their

sense of belonging within their school community can have an influence on their level

of drive and motivation to actively participate in the learning process. Thus, by

employing Strayhorn's Sense of Belonging Model as the foundation of this research,

research study can comprehensively investigate the role of students' sense of

belongingness and its dimensions on their academic motivation during face-to-face

classes.

Research Problem

The information in regards to the perceived relationship between students’

sense of school belongingness and their academic motivation on the OnPlus setting

remained to be probable. As discussed in the studies mentioned, there were glimpses

 10

of their connection, however, concrete findings that focus specifically on

undergraduate level experiences in post-Covid-19 academic settings were vague.

Therefore, the study aimed to answer the following question:

1. Is there a predictive relationship between students’ sense of school

belongingness and their academic motivation?

Ho: There is no significant predictive relationship between students’ sense of school

belongingness and academic motivation in the OnPlus setting.

H1: There is a significant predictive relationship between students’ sense of school

belongingness and academic motivation in the OnPlus setting.

Method

Research Design

The study applied a simple linear regression since the objective was to

investigate how a student's sense of belonging in school relates to their academic

motivation. The study did not demonstrate any manipulation of variables, use of

treatment groups, or intervention for the study. Thus, this was also a non-experimental

quantitative study.

Participants and Sampling Method

The participants of the study were the undergraduate students of Xavier

University - Ateneo de Cagayan. The selection of these students was based on the

study's focus on the college setting. More specifically, the study examined the

concepts of school belongingness and academic motivation among undergraduates in

a Post-Covid situation. Adapting Anderson’s study (2010), a total of 307 college

 11

students, particularly the 2nd to 4th year students, were chosen for this study,

employing a convenience sampling method wherein the researchers selected the

participants based on their availability and accessibility, thereby making the data

collection more feasible. The researchers sent invitations to the undergraduate

students via Facebook Messenger and social media postings of infographics.

Measures

A quantitative study on concepts of school belongingness and academic

motivation was used to gather information from the participants. The researcher

adapted a scale that was relevant to the study's objectives and research questions. The

questions focused on the Academic Motivation Scale College Version (AMS-C 28)

and the Sense of Belonging Scale - Revised (Hoffman et al., 2002).

The Sense of Belonging Scale (SOBS) was developed by Hoffman et al.

(2002) which assesses the students’ perception of belonging and being related to their

respective institutions as a whole. The revised scale utilizes 26 questions that were

organized into 4 subscales (perceived peer support, perceived classroom comfort,

perceived isolation, and perceived faculty support) although the researchers decided

to omit the 4th subscale as the research only focused on a classroom setting due to the

limitations of interactions during online learning and with hybrid learning which was

supported by study from Avci (2023) which stated that the aspect of faculty and staff

relations, encompassing university affiliation, support, and acceptance, received the

lowest score among the subscale in terms of a sense of belonging. The reduced level

of connection with faculty and staff may be attributed to the absence of in-person

class interactions with instructors during the pandemic, as highlighted by Daniel

(2020). The prioritization of socialization agents, such as friendships, social networks,

and social activities, was more pronounced among university students compared to
 12

their association with faculty or staff, as emphasized by Boda et al. (2020). Many

studies have also consistently argued that online classes frequently suffered from a

lack in student interactions (e.g. Aboagye et al., 2020; Aguilera-Hermida, 2020;

Lorenza & Carter, 2021; Oliveira et al., 2021) thus resulting in 16 items only.

This measurement has a 5-point Likert scale response where respondents rate

their agreement on a scale from 1 (completely untrue) to 5 (completely true). This

scale was specifically designed in assessing the belonging and school membership of

first year college students. However, despite the scale being made for first year

college students, the researchers deemed that the scale is fitting for the study as its

underlying concepts and measurement items can still be relevant and applicable to all

undergraduate college students. The internal consistency of the subscales is as

follows: Perceived Peer Support (= .89), Perceived Classroom Comfort (= .92),

Perceived Isolation (= .85), and Perceived Faculty Support (= .89). Although deemed

important, the researchers did not aim to look for each subscale but the overall sense

of belongingness. In terms of students' sense of belongingness, the study's results

show a mean of 3.73 on a 1 to 5 scale, indicating a generally strong sense of

belongingness. The accumulated standard deviation of 0.707 suggests that scores tend

to be close to the mean with less variability in responses, affirming an overall positive

sense of belongingness among respondents. Furthermore, the researchers examined

the degree of freedom of this scale and obtained 2.08 which is less than 3 indicating

that it is an acceptable fit. Additionally, the CFI and TLI, had 0.958 and 0.950

respectively, which are greater than 0.90, suggesting that it is also an acceptable fit

(See Appendix E, Table E7.1 and E7.2).

The Academic Motivation Scale College Version (AMS-C 28) is a scale

developed by Vallerand et al. (1993). It is a 7-point Likert scale self-report

 13

questionnaire where respondents rate their agreement on a scale from 1 (does not

correspond at all) to 7 (corresponds exactly). This tool was used to evaluate the level

of individuals' motivation in participating in academic activities and assignments,

while also exploring the underlying factors driving their motivation. The AMS is

based on the self-determination theory, which suggests that individuals possess three

fundamental psychological needs: autonomy, competence, and relatedness. The AMS

comprises 28 items, organized into seven subscales that includes various aspects such

as intrinsic motivation for knowledge, intrinsic motivation for achievement, intrinsic

motivation for stimulation, identified regulation, external regulation, introjected, and

amotivation.

In relation to this, respondents exhibit a high level of academic motivation,

with a mean score of 5.44 on a 1 to 7 scale. The standard deviation of 0.947 indicates

a relatively consistent level of academic motivation among respondents. These

findings suggest that respondents are highly motivated to succeed in their academic

studies, a positive outcome given the strong predictive value of academic motivation

for academic success. For the reliability test, the AMS garnered a good test-retest

reliability with a correlation range from .70 to .90. and a mean test-retest correlation

of .79. The Cronbach Alpha Reliability Test was also used, Vallerand et al. (1993)

suggested that a α = .71 to .92 is considered acceptable. Furthermore, the researchers

examined the degree of freedom of this scale and obtained 2.53 which is less than 3

indicating that it is an acceptable fit. Additionally, the CFI and TLI, had 0.914 and

0.901 respectively, which are greater than 0.90, suggesting that it is also an acceptable

fit (See Appendix E, Table E8.1 and E8.2).

The researchers also examined the reliability statistics for Belongingness Scale

with a M=3.73 and a SD=0.707. Subsequently, the Belongingness Scale indicates that
 14

it has a good internal consistency (α=0.892) and the items in the belonging scale are

reliably measuring the same underlying construct. On the other hand, the reliability

statistical data of the Academic Motivation obtained a mean and standard deviation of

5.44 and 0.945, respectively. The Cronbach alpha of the Academic Motivation Scale

is 0.937 which could mean that it has an excellent internal consistency and its items

are highly correlated since it reached greater than 0.9.

A scatterplot and box plot (See Appendix E, Figures E3, E11, and E12) was

employed by the researchers to be able to get the visual presentation of the responses

from the participants. The dots representing the participants are a little bit spread out

and the imaginary oval is very wide, however it can be seen that it produces a

lower-left-to-upper-right pattern which indicates that there is a positive correlation

between the two variables. As it can be seen in the plots, there are outliers that were

seen in the plots however, the researchers decided to not remove them since they

weren’t the problematic, extreme outliers and were just natural outliers thus did not

impose any risks to the data or the study.

Procedure

The procedure of data gathering was conducted confidentially and

systematically by observing the following process: First, the researchers applied for

approval to acquire clearance from the University’s Institutional Research Ethics

Board (IREB) and submitted the essential documents for safeguarding ethical

considerations.

Considering the move of Xavier Ateneo to have a full face-to-face academic

setup in the academic year, the researchers conducted the study using online platforms

by posting advertisements in Facebook and Instagram. Online advertisements were

 15

the medium used to attract and invite potential participants. Moreover, to maximize

the OnSite academic setting, the researchers also invited students through personal

interactions. To ensure that the communication is uniform, the researchers created a

script in order to communicate clearly with the participants. The researchers ensured

that in both online and face-to-face advertisement, a short comprehensive briefing was

conducted to enforce participants that their personal information was kept private and

anonymous.

The interested participants freely joined to participate by providing the

necessary information in the Google form attached in the advertisement prepared by

the researchers. The Google form contained the Informed Consent Form that informed

the participants about their rights as participants to refuse or withdraw from the study.

Furthermore, the Informed Consent also contained the background of the study,

procedure, materials, duration of answering the survey, risks and benefits, and

confidentiality. At the end of the informed consent, the contact information of the

group representative was presented to address potential inquiries and concerns by the

participants about the procedure.

Simple Linear Regression Analysis

To analyze the data gathered from the study, the researchers used simple linear

regression analysis as a statistical tool for this study. The simple linear regression

analysis allowed the researchers to investigate the two variables that we have namely,

the sense of belongingness and the academic motivation of the students. The

simplicity of focusing on one single independent variable and a dependent variable

would help in improving the clarity of the analysis and the capacity for the

researchers to effectively explain the results.

 16

The simple linear regression analysis also provided the researchers with

precise measures of the strength and direction of the relationship between the

variables. As each unit change in the independent variable, the derived regression

coefficient, also known as the slope, quantifies the average change in the dependent

variable, the researchers were able to gauge the effect's size and established the

relationship's practical importance. With all that was mentioned, the researchers were

able to make accurate predictions and forecasts based on the observed relationship.

The statistical spreadsheet software, Jamovi, was used by the researchers in

aiding them in formulating and interpreting the statistical data needed for the study.

Normality tests such as Shapiro-Wik were administered to determine the normality of

the presented data. Moreover, inferential statistics, specifically, the Pearson

Correlation Coefficient (r) was employed to analyze the data after the preliminary

analysis. Using this statistical instrument, the researchers were able to recognize the

result of the data and establish if there is a relationship between students’ sense of

school belongingness and their academic motivation in the OnPlus setting.

Ethical Considerations

Purpose of the Research

This undergraduate thesis proposal observed and adhered to the ethical

standards for research established by the Kinaadman University Research Office

(KURO) of Xavier University – Ateneo de Cagayan. Following the completion of the

thesis proposal defense, the researchers submitted their thesis proposal, application for

protocol review form (REB Form 10-A), and other forms relevant to the ethical

considerations subjecting the method and design of this research to the office on July

20, 2023.
 17

Participant Selection

The primary participants of the research were a number of at least 300

students needed for the study and the student participants were incoming sophomore

and junior students who have experienced the hybrid modality implemented in the

previous academic year. This study did not include freshmen students and other

students that were below and beyond the age group stated above.

Voluntary Participation and Obtaining Informed Consent

Participation in this study was highly and strictly voluntary. Prior to the

distribution of informed consent forms, the researchers clearly emphasized in their

endorsement that the participation was voluntary and that the potential participants

were verbally informed about the necessity of this matter. Consequently, an informed

consent containing all the necessary information of the study’s purpose, procedure,

benefits, and risks was provided to the selected participants via Google forms. For

their participation to be accepted, the interested volunteer participants provided their

electronic and names. The consent forms were reserved in a Google drive folder by

the researchers.

Procedure and Duration

1. The participants were randomly chosen for the study either via messenger or

face-to-face interaction. The selected participants were part only in data

gathering where your data would be used for the results and data analysis in

determining the role of the student’s sense of school belongingness to their

academic motivation.

A. In contacting the participants via messenger, their privacy could have

been compromised as we obtained their personal information through

 18

the school colleges in order for the researchers to contact them.

B. In getting participants through face-to-face interactions, the researchers

scouted the school for participants and approached anyone if they

consent. Through this method, the potential participants may have

evoked strong feelings such as discomfort and the desire to comply

with our request due to being asked on the spot.

2. In approaching the participants, through online or face-to-face, the researchers

gave a short introduction and information about their study. Once the

participants consented to partaking in the study, the researchers gave them an

Information and Consent Form to which they took time in reading through it.

The selected participants were part only in data gathering where your data

would be used for the results and data analysis in determining the role of the

student’s sense of school belongingness to their academic motivation. If they

experienced any sort of discomfort, they were given the chance to approach

the researchers about it and disqualify their entry into the study.

3. After the completion of the ICF, the participants were then given the survey

questionnaires that took up only 10-15 minutes of their time. The questions

involved the participants to rate and answer items that are in line with the

study's objectives thus could have raised some uncomfortable feelings and if

they wished to stop participating, they were free to do so.

4. The data gathered by the researchers was only used for academic purposes and

was not shared to anyone outside the group and the advisor. The information

that the participants have given were strictly confidential and the forms did not

include any other personal information aside from their basics such as names,

age, gender, year level and others. Those who were not the researchers were
 19

not able to view your information and the data was stored on a private

document that was only accessible to the researchers and the research adviser.

The data would remain with the researchers for a period of 5 months, starting

from August until December, thus after the completion of the study the files

and data would be permanently deleted to avoid misuse of information.

Risks of Participation

There were only minimal risks that arose throughout the duration of the

experiment. In answering the questionnaires, the participants may feel exhaustion as

the researchers have two (2) questionnaires in measuring the two variables involved in

the study. The questions asked on the questionnaires will include questions that may

evoke strong emotions or discomfort regarding one’s sense of belongingness.

Furthermore, in light of the fact that the study will use google forms in gathering data,

there might be a rise of connectivity issues that might discomfort the participants. The

participants may also feel discomfort receiving messages from the researchers in

Gmail and Messenger. There are no physical risks present. In addressing the risks, the

researchers have decided to limit the time in answering the survey of maximum 15

minutes to not exhaust and not cause any discomfort to the participants.

Withdrawal Criteria

The participants had the right to withdraw from the study anytime and

anywhere without any negative repercussion. Their participation can also be

terminated if they cannot or will not adhere to the amendments proposed in the study.

The participants had the right to raise their concerns and inquiries to the researchers if

they experienced discomfort in answering the questions for measuring the Sense of

Belongingness, which have been reviewed by the tapped Licensed Psychometrician.

 20

To further cater the needs of the participants, the researchers prepared a scheduled

appointment with the Licensed Psychometrician to guide the researchers in

forwarding the referral of the participants to assist them during the duration of the

study, if necessary.

Benefits of Participation

The participants can benefit from the result of the study as they can ask the

researchers about the findings of the study when preferred to. However, participants

did not receive monetary reward or any other kind of compensation or personal

benefits. Their active involvement and participation made a valuable contribution to

the progress of research that investigated the connection between an individual's sense

of school belonging and their motivation to excel academically in the post-Covid

higher education setting.

Confidentiality and Anonymity

All information acquired for this study was kept secret in a safe and

confidential online folder to which only the researchers, the mentor (if requested), and

the professional psychometrician hired by them have access. The researchers

highlighted that no personal information has been employed in data gathering or

assessing findings to maintain anonymity. Personal information obtained and

processed from the participants were utilized to determine or verify any issues or

concerns raised in the queries so that the researchers may solve any prospective

processing session demands.

Data Management and Storage Plan

All the accumulated files and data in the study were kept as soft copies unless
 21

a physical copy of the raw and aggregated forms of the files will be requested by the

research adviser or the panelists. One of the researchers was able to safeguard all the

soft copies in the researcher’s Google file drives that were accessible only to the

members via a privately shared link. The Google folder could only be accessed

through the use of student email accounts and in an encrypted USB flash drive. The

principal investigator of the study was the only one to have access to the flash drive

and ensured that it was stored in a secured location. The researchers’ thesis adviser

was able to view the aggregated forms of the data encoded on Google Sheets or

Jamovi, however, the thesis adviser did not have access to the raw data. As for the

participants, they did not have access to the raw data, however the participants could

request for a summary of the result and its aggregate version. After the completion of

the study, the data was deleted from both online storage and flash drive.

Language Used in the Study

The study used the English language for the informed consent forms,

participation information sheet, and measures. Taking into consideration that

participants are undergraduate students wherein they were exposed to the English

language being utilized as the main instructional language for teaching, the

researchers had confidence that no problem was encountered. However, inquiries

transpiring in email with the participants were in English, Filipino, or their local

language.

Role of Researchers or Primary Investigators

The researchers assisted the participants with all their inquiries, monitor the

data, and ensure that all the data and forms are secured and placed in correctly

assigned folders. The researchers reported their findings accurately and clearly,

representing the data gathered without any bias or distortion. The researcher
 22

guaranteed that all contributors, including participants and earlier researchers whose

work has been mentioned, receive proper credit. The researchers took precautions to

protect volunteers from any physical, psychological, or emotional harm. They ensured

that the study design and procedures did not cause undue stress or harm to

participants, and addressed any adverse effects that occurred throughout the study as

soon as possible.

Rights and Responsibilities of Participants

The participants had the right to withdraw from participating in the study

anytime and anywhere without any negative apprehension. They were given the

opportunity to raise their inquiries and were addressed by the researchers. If they were

feeling discomfort during the process, the researchers referred them to the Licensed

Psychometrician. Moreover, to respect the participants’ privacy, the researchers stored

the data and forms in different folders in Google Drive that were accessible only to

researchers.

Declaration of Conflict of Interest

The research members involved in the study affirm that there was no conflict

of interest that compromised the impartiality or integrity of the research process or

findings. The student researchers were committed to maintaining impartiality and

adhering to ethical principles.

Researchers’ Details and How to Contact Researchers

The researchers were contacted via a provided phone number or email through

their group representative. During the period for participant recruitment, the group

representative’s school email address was attached to the advertisement as well as in

the consent forms given. The contact information was able to address all the possible

concerns and inquiries raised by the participants.

 23

RESULTS

This section presents statistical findings of the study. The study aims to

investigate whether students’ sense of school belongingness has a predictive

relationship with their academic motivation. Online survey questionnaires were

provided to 307 undergraduate second year, third year, and fourth year students. In

gathering these participants, a criteria was considered for them to be qualified in the

study such as they should be upperclassmen students taking up any undergraduate

course in Xavier University - Ateneo de Cagayan during the OnPlus setting, within

the age range of 18-25 years old.

Data Analysis

Table 1

Model Summary of the Predictive Relationship of Sense of Belongingness and

Academic Motivation

Model R 𝑅
2

1 0.445 0.198

Table 1 presents the fit measures for the linear regression model, revealing an

R value of 0.445, signifying a moderate positive correlation between the sense of

belongingness and the academic motivation. The R² value of 0.198 indicates that the

model accounts for 19.8% of the variance in the dependent variable. The remaining

80.2% can be explained by other factors that were unexplored in this study.
 24

Table 1.2

Correlation Matrix

Belongingness Academic Motivation

Academic Motivation Pearson's r 0.445*** -

df 305 -

p-value < .001 -

Spearman's rho 0.416*** -

df 305 -

A correlation matrix was used by the researchers in order to determine the

relationship between two variables in our study which are the students’ sense of

school belongingness and their academic motivation. As seen in Table 1.2, the

Pearson’s r is .445 which indicates that the two variables have a moderate positive

correlation. The p-value is valued at < .001 which suggests that our data is considered

to be highly significant and that the probability of observing the test statistic under the

null hypothesis is extremely low. Thus, rejecting the null hypothesis due to very

strong evidence against the null hypothesis.

DISCUSSION

The results showed that, to some extent, the sense of school belongingness in

the Onplus setting has impacted their academic motivation. In the context of the

students, this predictive relationship suggests that, to some extent, a sense of

belongingness is associated with academic motivation. Despite the modest positive

correlation identified in the study, it is crucial to recognize that school belongingness,

while not the sole determinant, holds significance in shaping a student's motivation. It

is noteworthy that other influential factors such as parental support, teacher support,
 25

and individual characteristics also contribute significantly to this motivational

landscape (Allen et al., 2018).

Importantly, whether through direct or indirect pathways, the study reaffirms

the notable relationship between sense of school belongingness and academic

motivation. Research conducted by Anderman (2002), Battistch (1995), and

Goodenow (1993) further supports this connection, demonstrating a link between

academic success and a sense of belonging. These studies, encompassing diverse

perceptions of belonging within broader populations, offer valuable insights into the

intricate relationship between belonging and academic achievement. While belonging

is deemed crucial for students across all age groups and grades (Osterman, 2000),

there are also other factors that can be attributed to one’s academic motivation such as

parental involvement (Darling et al., 2011; Steward & Suldo, 2011), socioeconomic

factors (Darling et al., 2011; Eddowes, 1993), home environment (Esmaeili et al.,

2011), ethnicity (Nichols, 2006), intrinsic factors such as interest, ambition,

aspiration, awareness, and more (Fitriyani, Fauzi, & Sari, 2020; Simamora, 2020).

Unfortunately, the current study only involved a small group of undergraduate

students, limiting the inclusion of diverse perspectives.

Going back to the theoretical framework used in the study, Strayhorn’s Sense

of Belonging Model highlighted the comprehensive understanding of the concept of

sense of belonging and the influence it has on the student’s academic motivation. In

the theory, Strayhorn (2012) suggests that the fundamental human need for a sense of

belonging extends to college students, emphasizing the important role of belonging in

their well-being and motivation. An aspect in the model that Strayhorn emphasized

was the importance of social integration in building a sense of belonging (Strayhorn,

2012) and if students struggle to form meaningful connections with their peers or
 26

instructors in the Onplus setting, their sense of school belonging may be diminished

which would greatly affect their motivation to engage academically (Flaskerud, 2022;

Loades et al., 2020; Holt-Lunstad, 2015). In the absence of face-to-face interactions, it

does not only alter the dynamics of their learning experiences but also contribute to

the decline in the level of social support that they would usually get from both

teachers and peers thus hindering the natural development of social connections for

the students (Larsen et al., 2022).

Looking into this further, Besser, Flett & Zeigler-Hill (2020) have stated that

students undergoing online learning experienced elevated stress levels, diminished

motivation, and a reduced sense of school belonging when compared to face-to-face

learning. Another study by Chiu (2021) gave light to students’ perception about how

they view online education which they see as a hindrance in establishing meaningful

relationships with classmates, teachers, and school community. As the students

grappled with the disruptions and limitations associated with remote education the

deteriorated ability to form or continue social relationships, in turn, have been carried

on through the Onplus setting. As mentioned by Pietrabissa & Simpson (2020), it is

one of the consequences of being socially isolated in which the students have brought

with them in entering the Onplus set-up. This lack of ability to form bonds in the

school setting could be supported along with the result of our study that although the

sense of school belongingness has an impact on student’s academic motivation, the

impact on it on their motivation is not as intense compared to their motivation before

the pandemic caused learning settings. According to Šeboková & Uhláriková (2023),

compared to traditional face-to-face instruction, the online learning environment,

characterized by the absence of physical interaction, direct communication, and

emotional support, poses a challenge in fostering relationships and cultivating a strong

 27

sense of school belonging. This is particularly pronounced for first year students, who

face an additional burden during the transition and adaptation to the new environment

(Šeboková et al., 2018). However, the first, two, or three years of the students have

stayed in the comfort of their home for the most times, not allowing them to crave the

sense of belonging in an environment that never existed beyond the screen of their

gadgets (Brailovskaia & Margaf, 2021; Ellis et al., 2020; Twenge et al., 2019).

The cause of why we had the online and hybrid learning setting was

unforeseeable. It only gave little room for the institution, the educators, and most

especially the students to adjust from the usual norm that they were all used to. One of

these norms is the formation of relationships at the start of the student’s school year,

in this case, college years, and feel belonged in an environment which most students

will consider their home for a few years. According to Marler et al. (2021) academic

motivation is one of the key roles that is in play in a student's academic success and

that sense of belongingness is one of the academic motivators and when students

experience sense of belonging within a university community and receive social

acceptance from peers, faculty members, and the institution as a whole, there is a

heightened likelihood of increased motivation to engage in learning activities even

during in the face of challenging circumstances such as a pandemic, where physical

separation becomes a prevalent factor.

The findings accentuate significant implications to the broader educational

environment. Initially, it provides a distinct perspective on the substantial impact that

school belonging continued to exert on students' motivation, even in the aftermath of

the pandemic which has significantly influenced various aspects of university

students' lives, encompassing changes in living conditions, financial challenges,

heightened reliance on technology, reduced academic opportunities and resources, and

 28

shifts in social interactions (Daniel, 2020). In regards to this study, the sense of

belonging is susceptible to changes as conditions change as well, and one may

observe fluctuations even within brief moments (Gillen-O’Neel, 2021).

Now that the situation is going back to what everyone used to, the study

wanted to know if going back also meant for the sense of belongingness in getting its

way back as a big player in the academic motivation of the students. This study

suggests that despite the changes that the academic learning and learners in Xavier

University went through, the sense of school belongingness prevailed in showing the

importance it gives for the students to be academically motivated up to some extent.

Given the critical role of social connectedness in shaping the sense of belonging

within the university environment, there exists a significant opportunity for

educational institutions, particularly educators and lecturers, to actively contribute to

the cultivation of students’ belongingness which might involve the strategic

implementation of targeted approaches designed to enhance socializing and foster

group cohesion (Tastan, 2022). The study gives us a lens to be able to peek into the

future suggesting that in the time of unprecedented events and we have to go through

change in our academic setting, maintaining the institution’s welcoming environment

and producing ways for the students to feel belonged is of essence.

CONCLUSION

It is undeniable that COVID-19 pandemic has affected many universities

worldwide directly and indirectly. With the return of the full face-to-face academic setup

from the implementation of online learning, there has been an interest with regards to the

status of the sense of belongingness of students and their academic motivation. The

current study showed a significantly moderate positive correlation which concludes that
 29

students’ sense of belongingness remained essential during the pandemic, where students

are physically limited from meeting new friends and peers as well as being deprived from

the dynamics of face-to-face academic interactions; this was then carried on after the

resumption of full face-to-face academic setup, now with the presence of all the dynamics

of a campus environment. Thus, this suggests that in the context of the OnPlus setting, a

sense of belongingness remained to be one of the many factors that influence students’

academic motivation.

Furthermore, students who feel a deep connection to their school environment

are more likely to exhibit key motivating behaviors. These behaviors encompass

anticipating success, placing value on their school work, and taking the initiative to

seek out additional learning opportunities. This supports the notion that a student's

sense of belonging at school is only one component in understanding and promoting

motivation. With this, the result of the study can be utilized to implement effective

strategies to boost the sense of belongingness of students and strengthen their confidence

related to academic motivation and academic success, acknowledging the idea that the

approaches used are more conceptually refined and empirically detailed.

LIMITATIONS AND RECOMMENDATIONS

Our study underlines the relevance of students’ sense of school belongingness

and academic motivation during the post-pandemic implementation of the full

face-to-face academic setup. With this, despite being able to achieve its objectives,

there are still limitations that can be observed from the study. It is important to bear in

mind that the findings are based on a single university hence it is difficult to

generalize these findings to other different universities due to varying academic

communities. Nonetheless, future research should take samples from several

 30

universities to test whether the relationship of sense of school belongingness and

academic motivation differ across institutions or whether the norms are universal.

Furthermore, considering that the objective of this study delves on

post-pandemic academic setup, the researchers had limited studies to verify the

claims. Hence, future researchers could replicate the study with more latest studies to

back the data. Future researchers may also find it beneficial to explore additional

factors beyond school belonging that affects the students' academic motivation. This

recommendation is prompted by the study’s outcome, which indicated a significant

moderate positive correlation between school belonging and student motivation.

There is still a remaining 80.2% variance that was unanswered in the study which

could give researchers the opportunity to uncover additional variables that may

significantly contribute or diminish a student's academic motivation. A

comprehensive investigation into the various contributing elements could provide an

in-depth understanding of the intricate interplay between different factors and their

impact on the students’ motivation level.

Moreover, since sense of belongingness, as a variable, is not constant as it

might be influenced by environmental factors such as the recent pandemic (Avci,

2023), future researchers could employ longitudinal design to learn how sense of

belongingness changes throughout the years. In relation to this, self-reported data was

collected at a single point in time, it would be more advantageous if future researchers

could conduct it at multiple points of the year to observe changes of their sense of

belongingness and academic motivation.

Another limitation of this study is the exclusion of the first year college

students as participants during data collection. To ensure a more inclusive result, this

could be an avenue for future researchers to conduct study that involves freshmen
 31

students. Finally, the findings of the study can be utilized to implement effective

strategies that can boost the well-being of university students, through enactment of

student bills and/or execution of programs, as well as use the information yielded

from this study to elucidate faculty and professors about the situation of the students

and thus strengthen the students’ sense of belongingness and academic motivation

after the resumption of full face-to-face academic setup.

 32

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 38

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 41

Appendices
Appendix A (Certificate of Approval)

REO Form No: 2023-ETHICS APPROVAL

Version 1
Date of effectivity SY 2023-2024

RESEARCH ETHICS OFFICE

CERTIFICATE OF APPROVAL
REO Package PSYCH-2023001154 Category of submission 1st Category
Number:
Approval Date December 02, 2023 Due Date for application for November, 2024
renewal of ethical clearance (30
Expiry of Ethical December 02, 2024 days before expiry) use
Clearance (Continuing Review
Application Form
Project title I Know I Am Not The Only One: Examining The Role Of Students’ Sense
Of School Belongingness On Their Academic Motivation In The Onplus Setting
Study site XU-Unit
Name of Sohaiden D. Dimas Course and Year 4th Year - Bachelor
Research of Science in
project leader Psychology
Name of Ms. Jhoanna Marie M. Mocorro, RPsy
Research
Project Adviser

Documents submitted to REO Version Date of submission

A. Study protocol
1. July 24, 2023 Version 1 July 24, 2023

2.
3.
B. Informed Consent Form

1. July 24, 2023 Version 1 July 24, 2023

2.
3.

This is to certify that the undergraduate/graduate study protocol

specified below has been reviewed by the assigned Research Ethics
Committee and granted ETHICS APPROVAL.

Room 209 Lucas Hall | Tel: (6388) 853-9800 (trunk) loc. 9162 | Email: reo@xu.edu.ph
Corrales Avenue, 9000 Cagayan de Oro City, Philippines
Page 1 of 2
 42

REO Form No: 2023-ETHICS APPROVAL

Version 1
Date of effectivity SY 2023-2024

The committee recommended that the study protocol be classified as

ACTIVE where a progress report is required to indicate any amendment(s),
non-compliance, early termination of study, any event that may have ethical
significance. The protocol records will be made available for three years from
this date.

This certification is given this day of December 02, 2023 at Xavier University,
Ateneo de Cagayan ² Research Ethics Office.

Maria Theresa G. Quinones, MA Don A. Velez, MA

Coordinator, Xavier Ateneo REO Chair, Xavier Ateneo Research Ethics Board

Room 209 Lucas Hall | Tel: (6388) 853-9800 (trunk) loc. 9162 | Email: reo@xu.edu.ph
Corrales Avenue, 9000 Cagayan de Oro City, Philippines
 43

Appendix B
Informed Consent

Informed Consent Form for the eligible participants, particularly the undergraduate
students of Xavier University - Ateneo de Cagayan between the legal ages of 18 to 25,
in the project for whom this consent is intended.

Sohaiden D. Dimas
Xavier University Ateneo de Cagayan
I Know I Am Not the Only One: Examining the Role of Students’ Sense of School
Belongingness on their Academic Motivation in the OnPlus Setting

PART I: INFORMATION
SHEET

INTRODUCTION
Greetings! Thank you for voluntarily partake in our study: I Know I Am Not the Only
One: Examining the Role of Students’ Sense of School Belongingness on their
Academic Motivation in the OnPlus Setting. It has come to our knowledge that you
are one of those who experienced the subject phenomenon. Hence, you will be given
enough time to carefully decide whether/not you are to participate in the research.
Should there be any concept or jargon that you failed to understand, these will be
explained as you advance through the paper. Moreover, you can also raise any
inquiries regarding the study anytime.

PURPOSE OF THE STUDY

This study is conducted in order to answer the following question:
(1) To explore the predictive relationship between students’ sense of school
belongingness and their academic motivation?

TYPE OF RESEARCH INTERVENTION

You will only be required to read and submit the informed consent, the demographic
survey, and the questionnaire. There will be no interventions involved unless you need
assistance from the researchers in answering the questionnaires, when you wish to
stop participating in the study, or require psychological assistance due to possibly
experiencing uneasiness while partaking in answering the questionnaire.

PARTICIPANT SELECTION
The primary participants of the research shall be students taking up any undergraduate
 44

course in Xavier University - Ateneo de Cagayan, within the age range of 18 - 25

years old. A number of 300 students are needed for the study and the student
participants should be incoming sophomore and junior students who have experienced
the hybrid modality implemented in the previous academic year. This study will not
include freshmen students and other students that are below and beyond the age group
stated above.

VOLUNTARY PARTICIPATION
This is a voluntary participation so you may volunteer to partake in the study by
answering and submitting the questionnaire and the consent certificate but you are not
in any form forced or pressured to participate in this study. By consenting, you are
sharing your information and data to the researchers and their respective advisors.
You have the freedom to choose whether or not you will take part in the study. If you
ever feel the need to backout, you are free to do so. If the study has already been
conducted yet you wish to revoke your personal information, this can be made
possible. Please do get in touch with the researchers if you relate to any of the
aforementioned concerns. Their contact details will be provided below. Participation
may be terminated for the following reasons: missing information/answers on
questionnaires, suspicious patterns of answers found in the questionnaires or if your
answers will be deemed as an outlier in the results of the study.

PROCEDURES
1. The participants will be randomly chosen for the study either via messenger or
face-to-face interaction. The selected participants will be part only in data
gathering where your data will be used for the results and data analysis to
determine the role of the student’s sense of school belongingness to their
academic motivation.
A. In contacting the participants via messenger, their privacy might be
compromised as we will obtain their personal information through the
school colleges in order for the researchers to contact them.
B. In getting participants through face-to-face interactions, the researchers
will have to scout the school for participants and approach anyone if
they consent. Through this method, the potential participants may
evoke strong feelings such as discomfort and feel the need to comply
to our request due to being asked on the spot.

2. In approaching the participants, through online or face-to-face, the researchers

will give a short introduction and information about their study. Once the
participants have given their consent in partaking in the study, the researchers
will give them an Information and Consent Form that they are expected to
read. The selected participants will be part only in data gathering where your
data will be used for the results and data analysis to determine the role of the
student’s sense of school belongingness to their academic motivation. If they
experience any sort of discomfort, they may approach the researchers about it
and disqualify their entry into the study.

3. After completing the ICF, the participants will be then given the survey
questionnaires that will only take up to 10-15 minutes of their time to
complete. The questions will involve the participants to rate and answer some
items that are in line with the study's objectives thus it may raise some
 45

uncomfortable feelings and if they wish to stop participating, they may freely
do so.

4. The data gathered by the researchers will only be used for academic purposes
and will not be shared to anyone outside the group and the advisor. The
information you will give is strictly confidential and the forms will not include
your personal information and names. Those who are not the researchers will
never be able to view your information and the data will be stored on a private
document that will only be accessible to the researchers and the research
adviser. The data will remain with the researchers for a period of 5 months,
starting from August until December, thus after the completion of the study
the files and data will be permanently deleted to avoid misuse of information.

For questionnaire surveys:

The survey questionnaire will be distributed to you via Google Forms as the survey
will be done on an online medium. You may answer the questionnaire personally on
your own, or should you require the assistance in answering then it shall be provided
for you. If you wish to skip a question or do not want to answer the questions at all,
you may do so.

DURATION
In reading, understanding, and answering the Information and Consent forms to
answering the survey and questionnaire, a total of 10-15 minutes may be allotted for
the whole research questionnaire to be completed. Furthermore, the participation in
this study will be in a time-bound manner. The data will remain with the researchers
for a period of 5 months, starting from August until December, thus after the
completion of the study the files and data will be permanently deleted to avoid misuse
of information.

RISKS
There will only be minimal risks that may arise throughout the duration of the
experiment. In answering the questionnaires, the participants may feel exhaustion as
the researchers have two (2) questionnaires in measuring the two variables involved in
the study. The questions asked on the questionnaires will include questions that may
evoke strong emotions or discomfort regarding one’s sense of belongingness. There
are no physical risks present.

BENEFITS
The participants can benefit from the result of the study as they can ask the
researchers about the findings of the study when preferred to. However, participants
will not receive monetary reward or any other kind of compensation or personal
benefits. Your active involvement and participation will make a valuable contribution
to the progress of research that investigates the connection between an individual's
sense of school belonging and their motivation to excel academically in the
post-Covid higher education setting.

REIMBURSEMENTS
In this study, participation is completely voluntary. It does not include any form of
material or monetary compensation.
 46

CONFIDENTIALITY
Rest assured that all data collected from the participants will be kept strictly
confidential and stored in a secure online folder during the class/semester duration
(August to December of 2023). Only the researchers and the mentor/subject adviser
(if requested) will have access. The researchers would also like to highlight that no
personal information will be employed in data gathering or assessing findings to
maintain anonymity. Personal information obtained and processed from you will only
be utilized to determine or verify any issues or concerns raised in the queries so that
the researchers can solve any potential procedural demands.

SHARING THE RESULTS

The research study will be presented as a major output in our Research in Psychology
(Psy 95.1) class. The content, revisions, progress, and conclusions made will also be
reported to our subject mentor/course adviser for approval and the panel of judges
during the defense. The results of this research study will not include the raw data or
any personal information. The findings and analysis will strictly contain only the
scores from the questionnaire you provided, as anonymity will be upheld throughout
the study. If you want an email/copy regarding the study's findings and your data, the
researchers shall comply with your request.

RIGHT TO REFUSE OR WITHDRAW

Your participation in this study is entirely voluntary, and you may decline to take part
in this study at any time. If you are uncomfortable with the questions that we ask, or
refuse to participate, the researchers will honor and accept your decision and will not
impose any penalties.

APPROVAL OF THE XU RESEARCH ETHICS COMMITTEE (XU REC)

This study has been reviewed and approved by XU Research Ethics Committee (XU
REC). Ensuring that what was mentioned in this study and the procedure to achieve
the study will keep and protect the participants rights and safety by the researchers. If
there are concerns before, during, and after the conduction of the study, the
participants may use the following contact for information regarding rights of study
participants, including grievances and complaints:

Name of XU REB Chair

2/F Lucas Hall
Xavier University – Ateneo de Cagayan
Corrales Avenue
9000 Cagayan de Oro City
Email: reo@xu.edu.ph
Tel: +63 88 853 9800 local 1967

WHO TO CONTACT
Sohaiden D. Dimas
20180015020@my.xu.edu.ph
Xavier University - Ateneo de Cagayan
Corrales Avenue
9000 Cagayan de Oro City
 47

PART II: CERTIFICATE OF CONSENT

I have read the foregoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions I have been asked have
been answered to my satisfaction. I consent voluntarily to be a participant in this
study.

Print Name of Participant:

Signature of Participant:

Date:

Witness consent form applicable to participants with issues on eyesight and reading:

I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I
confirm that the individual has given consent freely.

Print Name of Witness:

Signature of Witness:

Date:

STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT

I have accurately read out the information sheet to the potential participant, and
to the best of my ability made sure that the participant understands that the
following will be done:

1. To carefully understand their rights to participate in the study and be able to

withdraw from participation anytime they wish.

2. To answer the questionnaire truthfully, and their data will be used solely for
research purposes.

3. To be assured that confidentiality and anonymity will be maintained in the study.

I confirm that the participant was given an opportunity to ask questions about
the study, and all the questions asked by the participant have been answered
correctly and to the best of my ability. I confirm that the individual has not been
coerced into giving consent, and the consent has been given freely and
voluntarily.
 48

A copy of this Informed Consent Form has been provided to the participant.

Print Name of Researcher: SOHAIDEN D. DIMAS

Signature of Researcher: ________________________

Date: ____July 21, 2023__________

 49

Appendix C
Participant Information Sheet

Participant’s Information
As the participants have already consented in participating and cooperating in this
research study. Several personal information may be asked from the participants in
this section in order to complete the process of gathering data needed for the study.
However, your utmost anonymity and participation will be deemed confidential
throughout the entire course of the study. Output of this study is solely for academic
purpose. Only the researchers and the instructor will have access to all the data
collected.

Name: ______________________________

Age: _______

XU E-mail: ____________________________
 50

Appendix D (Survey Questionnaire)

Sense of Belonging Scale - Revised - Hoffman et al. (2002)

Sense of School Belongingness is defined as the extent to which students feel

personally accepted, respected, included, and supported by others in the school social
environment (Goodenow and Grady, 1993).

Completely Untrue Mostly Untrue Equally True and Untrue Mostly True Completely True
1 2 3 4 5

Perceived Peer Support (8 items)

1. I have met with classmates outside of class to study for an exam.

2. If I miss class, I know students who I could get notes from.

3. I discuss events which happened outside of class with my classmates.

4. I have discussed personal matters with students who I met in class.

5. I could contact another student from class if I had a question.

6. Other students are helpful in reminding me when assignments are due or when tests
are approaching.

7. I have developed personal relationships with other students in class.

8. I invite people I know from class to do things socially.

Perceived Classroom Comfort (4 items)

9. I feel comfortable contributing to class discussions.

10. I feel comfortable asking a question in class.

11. I feel comfortable volunteering ideas or opinions in class.

12. Speaking in class is easy because I feel comfortable.

Perceived Isolation (4 items)

13. It is difficult to meet other students in class.

14. No one in my classes knows anything personal about me.

15. I rarely talk to other students in my class.

16. I know very few people in my class.

 51

Academic Motivation Scale College Version (AMS-C 28) - Vallerand et al. (1993)

Academic Motivation is defined as the goal setting an individual has within the
school context (Lockwood, Jordan, & Kunda, 2002).

Does Not
Corresponds Corresponds Corresponds Corresponds Corresponds
At All A Little Moderately A Lot Exactly
1 2 3 4 5 6 7

Why Did You Go To College?

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

2. Because I experience pleasure and satisfaction while learning new things.

3. Because I think that a college education will help me better prepare for the career I
have chosen.

4. For the intense feelings I experience when I am communicating my own ideas to

others.

5. Honestly, I don't know; I really feel that I am wasting my time in school.

6. For the pleasure I experience while surpassing myself in my studies

7. To prove to myself that I am capable of completing my college degree.

8. In order to obtain a more prestigious job later on.

9. For the pleasure I experience when I discover new things never seen before.

10. Because eventually it will enable me to enter the job market in a field that I like.

11. For the pleasure that I experience when I read interesting authors.

12. I once had good reasons for going to college; however, now I wonder whether I
should continue.

13. For the pleasure that I experience while I am surpassing myself in one of my
personal accomplishments.

14. Because of the fact that when I succeed in college, I feel important.

15. Because I want to have "the good life" later on.

16. For the pleasure that I experience in broadening my knowledge about subjects
which appeal to me.
 52

17. Because this will help me make a better choice regarding my career orientation.

18. For the pleasure that I experience when I feel completely absorbed by what certain
authors have written.

19. I can't see why I go to college and frankly, I couldn't care less.

20. For the satisfaction I feel when I am in the process of accomplishing difficult
academic activities.

21. To show myself that I am an intelligent person.

22. In order to have a better salary later on.

23. Because my studies allow me to continue to learn about many things that interest
me.

24. Because I believe that a few additional years of education will improve my
competence as a worker.

25. For the "high" feeling that I experience while reading about various interesting
subjects.

26. I don't know; I can't understand what I am doing in school.

27. Because college allows me to experience a personal satisfaction in my quest for

excellence in my studies.

28. Because I want to show myself that I can succeed in my studies.

 53

Appendix E

Tables, Figures, And Illustrations

Figure E1. Conceptual Framework of the study

Table E2. Descriptives of Belongingness and Academic Motivation

Belongingness Academic Motivation

N 306 307

Mean 3.47 5.07

Standard Deviation 0.497 0.893

Skewness -0.768 -1.10

Std. error skewness 0.139 0.139

Kurtosis 2.28 2.21

Std. error kurtosis 0.278 0.277

 54

Figure E3. Scatterplot of Belongingness and Academic Motivation

Table E4. Model Fit Measures

Model R 𝑅
2

1 0.445 0.198

Table E5. Model Coefficients- Academic Motivation

Predictor Estimate SE t p

Intercept 2.459 0.304 8.09 < 0.001

Belongingness 0.752 0.0867 8.67 < 0.001

 55

Table E6. Normality Test (Shapiro-Wilk)

Statistic p

0.972 < .001

Figure E7.1 Model Fit of Sense of School Belongingness Scale

𝑋
2 df p

181 87 <.001

Table E7.2 Model Fit of Sense of School Belongingness Scale

RMSEA 90% CI

CFI TLI RMSEA Lower Upper

0.958 0.950 0.0593 0.0471 0.0715

Table E8.1 Model Fit of Sense of Academic Motivation Scale

𝑋
2 df p

826 329 <.001

 56

Table E8.2 Model Fit of Sense of Academic Motivation Scale

RMSEA 90% CI

CFI TLI RMSEA Lower Upper

0.914 0.901 0.0702 0.0642 0.0762

Table E9. Extreme Values of Belongingness

Row number Value

Highest 1 32 5.00

2 186 4.94

3 144 4.69

4 10 4.38

5 77 4.38

Lowest 1 266 1.00

2 167 1.88

3 102 2.00

4 93 2.13

5 35 2.25
 57

Table E10. Extreme Values of Academic Motivation

Row number Value

Highest 1 178 6.86

2 10 6.71

3 54 6.64

4 186 6.57

5 256 6.57

Lowest 1 266 1.00

2 295 1.86

3 259 2.39

4 305 2.46

5 176 2.82

Figure E11. Box Plots of Belongingness

 58

Figure E12. Box Plots of Academic Motivation

 59

Appendix F

Curriculum Vitae of Researchers

Sohaiden D. Dimas
Macapagal St, Upper Zone 4
Bulua, Cagayan de Oro City, Misamis Oriental
20180015020@my.xu.edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I &
II, Abnormal Psychology, Theories of Personality, Industrial/Organizational
Psychology, Developmental Psychology, Physiological Psychology, Experimental
Psychology, Educational Psychology, Social Psychology, Culture and Psychology,
Cognitive Psychology, Field Methods in Psychology, Sikolohiyang Pilipino,
Introduction to Counseling

COURSEWORK RESEARCH COMPLETED

The Relationship between Xavier University First Year College Psychology Students'
Academic Motivation and their E-learning Experience: A Mini Research Paper (In
partial fulfillment of the requirements for Psychological Statistics)
Completed May 2021

Understanding Infidelity through Biopsychological Perspective: A Concept Paper (In

partial fulfillment of the requirements for Physiological Psychology)
Completed December 2021

Achievement Test on Understanding The Self for Third Year and Second Year
College Students (In partial fulfillment of the requirements for Test & Measurement)
Completed May 2022

Synthesis Paper: How Fertility Changes Across Time? (In partial fulfillment of the
requirements for Human Physiology)
Completed December 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo
Nursing Students (In partial fulfillment of the requirements for Educational
Psychology & Cognitive Psychology)
Completed December 2022

Did You Understand? An Experimental Study on Level of Comprehension (In partial

fulfillment of the requirements for Experimental Psychology)
Completed May 2023
 60

Did You Understand? A Mix Method Study on Level of Comprehension (In partial
fulfillment of the requirements for Field Methods in Psychology)
Completed May 2023

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Staff, Xavier University Psychology Society - Department of Academic Affairs

2021- 2022

Associate Director, United Arts and Sciences Council - Human Resources

Development and Leadership Office
2021- 2022

Head, Xavier University Psychology Society - Department of Academic Affairs

2022- 2023

Member, Central Student Government - Office of the Vice President - Internal Affair
Division
2022-2023

Member, Central Student Government - Office of the President - Office of the Cabinet
Secretary
2023- present
 61

Rashida J. Elliot
Agusan, Cagayan de Oro City, Misamis Oriental
20200019816@my.xu.edu.ph
facebook.com/rjmllt/

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I &
II, Abnormal Psychology, Theories of Personality, Industrial/Organizational
Psychology, Developmental Psychology, Physiological Psychology, Experimental
Psychology, Educational Psychology, Social Psychology, Culture and Psychology,
Cognitive Psychology, Field Methods in Psychology, Sikolohiyang Pilipino,
Introduction to Counseling

COURSEWORK RESEARCH COMPLETED

Length of Relationship on Level of Romantic Relationship Satisfaction among PSY

3.1 Students of Xavier University Ateneo de Cagayan (In partial fulfillment of the
requirements for Psychological Statistics)
Completed May 2021

Personality Test: Satisfaction on Academic Learning Experience (In partial fulfillment

of the requirements for Test & Measurement)
Completed June 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo
Nursing Students (In partial fulfillment of the requirements for Educational
Psychology & Cognitive Psychology)
Completed December 2022

Synthesis Paper: Why Do People With Heart Failure Experience Breathlessness? (In
partial fulfillment of the requirements for Human Physiology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial
fulfillment of the requirements for Field Methods in Psychology)
Completed May 2023

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023
 62

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Vice President, Supreme Student Council, Montessori de Oro

2016 - 2017

Representative, Supreme Student Council, Liceo de Cagayan University

2018 - 2019

Member, Youth Volunteers for the Community, Liceo de Cagayan University

2018 - 2019

Member, Central Student Government - Department of External Affairs and

Networks, Internal Affairs Division, Xavier University Ateneo de Cagayan
2021 - 2022

Member, PPCRV, Agusan, Cagayan de Oro City

2022

Member, Central Student Government - Electoral Commission, Xavier University

Ateneo de Cagayan
2023 - Present
 63

Gweneth Angelee G. Baslote

Tion St., P-2, North Poblacion
Medina, Misamis Oriental
20180013300@my.xu.edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I &
II, Abnormal Psychology, Theories of Personality, Industrial/Organizational
Psychology, Developmental Psychology, Physiological Psychology, Experimental
Psychology, Educational Psychology, Social Psychology, Culture and Psychology,
Cognitive Psychology, Field Methods in Psychology, Sikolohiyang Pilipino,
Introduction to Counseling

COURSEWORK RESEARCH COMPLETED

The Impact of Intimate Relationships to Attachment Towards Other People of the 1st
Year Psychology Students in Xavier University (In partial fulfillment of the
requirements for Psychological Statistics)
Completed May 2021

The Level of Spirituality Among Psychology Students of Xavier University - Ateneo

de Cagayan during the pandemic (In partial fulfillment of the requirements for Test &
Measurement)
Completed June 2022

The Female's Reproductive System: Oral Contraceptive Pills on the Inside (In partial
fulfillment of the requirements for Human Physiology)
Completed December 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo
Nursing Students (In partial fulfillment of the requirements for Educational
Psychology & Cognitive Psychology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial
fulfillment of the requirements for Field Methods in Psychology)
Completed May 2023

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023
 64

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Secretary, Supreme Student Government, Medina National Comprehensive High
School
2017- 2018

President, SamaFil (Samahang Filipino), Medina National Comprehensive High

School
2017-2018

Public Information Officer, Science Club, Medina National Comprehensive High

School
2017- 2018

Member, SOLACE, Xavier University

2018-2019

Member, Electoral Commision, Xavier University

2018-2019

Member, Kapisanan ni Pedro Arrupe - Social Apostolate Program, Xavier University

2019-2020

Human Resource Staff, Xavier University Psychology Society, Xavier University

2020-2021

Internal Communication Officer, Cleio Productions

2020-2021

SEMINARS, TRAININGS, AND PAPER PRESENTATION EXPERIENCES

4th Student Leadership Training - 2017

 65

Lai Nerully O. Gaputan

12th Street, Nazareth
Cagayan de Oro City, Misamis Oriental
20180013325@my.xu,edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I &
II, Abnormal Psychology, Theories of Personality, Industrial/Organizational
Psychology, Developmental Psychology, Physiological Psychology, Experimental
Psychology, Educational Psychology, Social Psychology, Culture and Psychology,
Cognitive Psychology, Field Methods in Psychology, Sikolohiyang Pilipino,
Introduction to Counseling

COURSEWORK RESEARCH COMPLETED

The Impact of Intimate Relationships to Attachment Towards Other People of the 1st
Year Psychology Students in Xavier University (In partial fulfillment of the
requirements for Psychological Statistics)
Completed May 2021

The Level of Spirituality Among Psychology Students of Xavier University - Ateneo

de Cagayan during the pandemic (In partial fulfillment of the requirements for Test &
Measurement)
Completed June 2022

The Female's Reproductive System: Oral Contraceptive Pills on the Inside (In partial
fulfillment of the requirements for Human Physiology)
Completed December 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo
Nursing Students (In partial fulfillment of the requirements for Educational
Psychology & Cognitive Psychology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial
fulfillment of the requirements for Field Methods in Psychology)
Completed May 2023

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023
 66

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Public Information Officer, English Club, Fatima College of Camiguin

2016- 2017

Member, Kinamiguin Cultural Dance Troupe, Fatima College of Camiguin

2017-2018

Member, Drum and Lyre Corp, Fatima College of Camiguin

2009-2018

Head, Drum and Lyre Corp, Fatima College of Camiguin

2017-2018

Member, Kapisanan ni Pedro Arrupe - Social Apostolate Program, Xavier University

2018-2019

Operation and Processing Head, Kapisanan ni Pedro Arrupe - Social Apostolate

Program, Xavier University
2019-2020
 67

Retchelle Chris E. Dumat-ol

Zone 1C, Kinasanghan
Iponan, Cagayan de Oro City, Misamis Oriental
20180013495@my.xu.edu.ph

EDUCATION
Bachelor of Science in Psychology IV, Xavier University- Ateneo de Cagayan

COURSES TAKEN
Introduction to Psychology, Psychological Statistics, Psychological Assessment I &
II, Abnormal Psychology, Theories of Personality, Industrial/Organizational
Psychology, Developmental Psychology, Physiological Psychology, Experimental
Psychology, Educational Psychology, Social Psychology, Culture and Psychology,
Cognitive Psychology, Field Methods in Psychology, Sikolohiyang Pilipino,
Introduction to Counseling

COURSEWORK RESEARCH COMPLETED

The relationship between the level of self-control and the 1st semester academic
performance of the 1st year BS in psychology students at Xavier University (In partial
fulfillment of the requirements for Psychological Statistics)
Completed May 2021

Social Lockdown: A Measure of Social Intelligence in Xavier University Psychology

students during COVID-19 (In partial fulfillment of the requirements for Test and
Measurement )
Completed June 2022

Tibay Lusog Bear Care: A Program Development Proposal for Xavier Ateneo
Nursing Students (In partial fulfillment of the requirements for Educational
Psychology & Cognitive Psychology)
Completed December 2022

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status - A Mix Method Concept Paper (In partial
fulfillment of the requirements for Field Methods in Psychology)
Completed May 2023

Does Physical Attractiveness Influence University Students’ Perspective On An

Individual’s Socioeconomic Status (In partial fulfillment of the requirements for
Experimental Psychology)
Completed May 2023
 68

ORGANIZATIONS AND EXTRACURRICULAR ACTIVITIES

Member, XUPS, Xavier University

2021-2022

Member, Kapisanan ni Pedro Arrupe - Social Apostolate Program, Xavier University

2019-2020

Member, BREBEUF, Xavier University

2018-2019