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Types of academic motivation as correlates to resilience of undergraduate college students of B.S. Computer Science in Pamantasan ng Lungsod ng Maynila / Mary Adrianne F. Lorzano. 6

By: Mary Adrianne F. Lorzano. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; October 2018.46Edition: Description: 28 cm. 62 ppContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: ABSTRACT: The motivation of a student to perform certain task is essential in successfully pursuing goals and establishing commitment to learning, but students who are faced with setbacks may lack capability to recover from such adversity without resilience. This research aims to determine the degree of resilience of its respondents, as well as the levels of academic motivation in terms of intrinsic motivation, extrinsic motivation and amotivation. The purpose of this study is to determine the relationship between the three types of academic motivation and resilience. A stratified random sampling is used to gather the 100 undergraduate college students taking up B.S. Computer Science who participated in this study. Two questionnaires that are utilized to assess the degree of resilience and the academic motivation of the participants are Wagnild and Young's Resilience scale (RS-14) and Academic Motivation scale college version (AMSC-28). Majority of the participants fall on the low-end degree of resilience and scored high in extrinsic motivation. Standard deviation, percentage and mean were gathered to describe the scores obtained from the tests, while Pearson correlation is also used to determine the correlation between academic motivation and resilience. The results from the study suggest that the academic pressure of anticipating a new environment could affect the resilience of students to overcome adversity, and they are primarily driven by external rewards. There is also no correlation found between extrinsic motivation as well as intrinsic motivation and resilience, but there is a negative correlation found between motivation and resilience. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Filipiniana Section	Filipiniana-Thesis	BF698 L67 2018 (Browse shelf)	Available		FT7325

Total holds: 0

Undergraduate Thesis: (B.S. Psychology) - Pamantasan ng Lungsod ng Maynila, 2018. 56

ABSTRACT: The motivation of a student to perform certain task is essential in successfully pursuing goals and establishing commitment to learning, but students who are faced with setbacks may lack capability to recover from such adversity without resilience. This research aims to determine the degree of resilience of its respondents, as well as the levels of academic motivation in terms of intrinsic motivation, extrinsic motivation and amotivation. The purpose of this study is to determine the relationship between the three types of academic motivation and resilience. A stratified random sampling is used to gather the 100 undergraduate college students taking up B.S. Computer Science who participated in this study. Two questionnaires that are utilized to assess the degree of resilience and the academic motivation of the participants are Wagnild and Young's Resilience scale (RS-14) and Academic Motivation scale college version (AMSC-28). Majority of the participants fall on the low-end degree of resilience and scored high in extrinsic motivation. Standard deviation, percentage and mean were gathered to describe the scores obtained from the tests, while Pearson correlation is also used to determine the correlation between academic motivation and resilience. The results from the study suggest that the academic pressure of anticipating a new environment could affect the resilience of students to overcome adversity, and they are primarily driven by external rewards. There is also no correlation found between extrinsic motivation as well as intrinsic motivation and resilience, but there is a negative correlation found between motivation and resilience.

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