A Study Of Socio Economic Status And Academic Motivation

A S T U D Y O F S O C I O - E C O N O M I C S T A T U S A N D A C A D E M I C M O T I V A T I O N P a g e | 1
A STUDY OF SOCIO-ECONOMIC STATUS AND ACADEMIC MOTIVATION
A Research Presented
to the Faculty of Psychology
Our Lady of Fatima University
Valenzuela Campus
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science Major in Psychology
By:
Camus, John Michael B.
Agregado, Joaquin
Ibanez, Marc Jesus
Olvis, Reinchelle
2018

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Academic Motivation is a discipline that students need to master, it can be
affected by many factors like socio-economic status. Therefore, in this paper, it was
aimed to investigate the impact of socio-economic status, as one of the factors, on
motivation levels of students attending in Our Lady of Fatima University. Socio-
economic status is a whole measure of a man's work and of a person's family's
monetary and social position in connection to others, based on salary, occupation, and
education. The purpose of this study was to examine the correlation between
undergraduate students between academic motivation and socio-economic status of the
students. While breaking down a family's socio-economic status, the family wage,
student's education and occupation are inspected besides joined wage and their own
properties are evaluated. Education in higher socio-economic families is commonly
worried as significantly more transported in both inside the family and the nearby
network, in poorer regions, where sustenance and security are need, education
assumes a lower priority (Kala, Shirlin, 2017). It can be noticed that individuals in urban
region or of high financial status regularly give great offices and give quality education
to these kids. A high socio-economic individual long for accomplishing high class calling.
Socio-economic people with medium class considers calling with normal increment and
low socio-economic status people may accomplish for calling of low level classifications.
At the point when an instructor asks what motivated a child's conduct, he has at
least one of the three things as a main priority, first is a few incitements in nature

deciding or causing the conduct, some individual, educator or cohort may have
squeezed him to learn, may have been internal urge, sense, infer, which prompted that
conduct. The third is some objective or goal, which pulled in him to that conduct. (Shirlin,
2017).
Academic motivation assumes a basic part amid the school years and is
frequently connected with scholarly results (Turcinskaite-Balciuniene, Balciunas, &
Merkys, 2015). Taking in thought that families contrast by different financial highlights,
the speculation about conceivable effect of guardians' socio-economic status on their
youngsters' academic motivation meddling with gender socialization impacts is held.
The impacts of socio-economic status on academic motivation are conceptualized by
Bourdieu's habitus idea, mirroring the part of oblivious and disguised social signs,
legitimate to low and high socio-economic status family settings. (Turcinskaite-
Balciuniene, Et al 2015).
Parents in any form are always focused to invest in the education of their children,
the current time is said to be a technologically advance world. So, as early as someone
is at school level, everyone desires for their heavy investment for their children.
Education manpower is a primary need of any nation because educated and skilled
people are an asset for all country. Motivation determines the activities that people turn
into goals and the effort they put into those activities. The impact of academic
motivation on academic achievement has its implications for teachers, parents and
stakeholders in life field of education. Students must be helped to develop a high
motivational level because behavior affects their motive to achieve, thus, important to
increase their achievement level (Shahabudin, 2013).

1.1Statement of the Problem
The purpose of the study was to look at the correlation between academic
motivation and socio-economic status among OLFU students by comparing the data
collected.
1. What is the demographic profile of the respondents?
1.1.Age
1.2.Gender
1.3.Year
2. What are the mean and standard deviation of the respondents:
2.1.Socio-economic Status
2.2.Academic Motivation
3. Is there a significant relationship between Socio-economic Status of the students
and their Academic motivation?
4. Is there a significant difference on Academic Motivation between male and
female respondents?
1.2Hypothesis
H01 There is no significant relationship between Socio-economic Status and
Academic motivation among college students.
H02 There is no significant difference on Academic Motivation between male and
female respondents.
1.3Significance of the Study
The benefit of the study is not only to the college students but can also benefit
the other members of the society.

 To Students: This study tends to help raise their awareness to the
aftermath of this Study, and to acquire additional knowledge from this
study.
 To the Researchers: This study helped the researchers to know if the
socio-economic status of the participants is affecting their motivation in
academics.
 Future Researchers: This study will serve as their reference for their
future study. It can help the future researchers to improve and investigate
further the details used in the study of socio-economic status and
academic motivation. Future researchers can use the data included in the
study references and relevant background for their research.
 Parents: This study showed the parents of the samples and other parents
of the society, that socio-economic status have no effect on their children’s
academic motivation.
This research would also add to the following fields of Psychology:
 Educational Psychology: This study can be a great value to Educational
Psychology, to improve the learning and the capabilities of the students.
 Industrial Psychology: This study can be a help to Industrial Psychology.
The results of the study should provide some innovations and the
productivity of the individuals.
1.4Theoretical Framework
In this study we used Self-Determination Theory by Deci & Ryan (1985). SDT
articulates a meta-theory for framing motivational studies, and its propositions also

focus on how special and cultural factors facilitate or undermine people’s sense of
volition and initiative, in addition to their wellbeing and the quality of their
performance. This theory can help us gather more information about the study and
to prove whether there is a significant relationship between socio-economic status
and academic motivation or none.
Deci & Ryan’s (1985) Self-Determination Theory
Motivation hypotheses are established on presumptions about human instinct.
Deci and Ryan divided motivation into three classifications: amotivation, extrinsic
motivation, and intrinsic motivation (Deci & Ryan, 2002).
 Amotivation is firmly and adversely identified with instructive results (Vallerand
and Bissonnette, 1992). Amotivation includes not having a thought process to act
(Williams and Deci, 1996).
 Intrinsic motivation is a source that is vital to the idea of the living being. Intrinsic
motivation relies upon the intrinsic requirement for ability and self-assurance.
 Extrinsic motivation is divided into four classifications four as external regulation,
introjected regulation, identified motivation and integrated regulation.
1.5Conceptual Framework
Figure 1.1
Socio-
Economic
Status
Extrinsic Motivation
Amotivation
Intrinsic Motivation

The figure above tells the connection about socio-economic status and three
different kinds of motivation.
1.6Scope and Limitation
For this study, the researchers used quantitative descriptive correlation design,
wherein it measures two variables describing the relationship between the socio-
economic status and the academic motivation of the specified college student. The
objective of this study is to find out if there was a relationship between the socio-
economic status and academic motivation of the student. The first variable socio-
economic status is assessed and measured as a whole by MORES Socio-economic
Classification. The second variable academic motivation on the other hand is
examined through Academic Motivation Scale (AMS-C28) College Version. Non-
probability sampling technique will be done to get only 100 college students of Our
Lady of Fatima University – Valenzuela.
1.7Definition of terms
These are some terms that the researchers used in this study about socio-economic
status and Academic motivation.
Socio-economic Status is the social standing or class of an individual or
group. It is often measured as a combination of education, income and
occupation (Baker, 2014).
Academic Motivation A student’s desire regarding academic subjects
when student’s competence is judged against a standard of performance or
excellence (Wigfield & Eccles, 2002).

Amotivation is firmly and adversely identified with instructive results.
Amotivation includes not having a thought process to act (Vallerand and
Bissonnette, 1992),
Intrinsic motivation it refers to behavior that is driven by internal rewards.
In other words, the motivation to engage in a behavior arises from within the
individual because it is naturally satisfying to you (Cetin, 2015).
Extrinsic motivation it refers to behavior that is driven by external rewards
such as money, fame, grades, and praise. This type of motivation arises from
outside the individual, as opposed to intrinsic motivation, which originates inside
of the individual (Cetin, 2015).
Chapter II
Review of Related Literature and Studies
In this chapter, the literature and studies were carefully selected upon the basis
of relatively and reliability of the information presented. The literatures and studies help
the researchers to have an evidence and proof to their study.
Socio-economic status and Academic Motivation
The impacts of socio-economic status on academic motivation are
conceptualized by Bourdieu's habitus idea, mirroring the part of oblivious and disguised
social signs, legitimate to low and high socio-economic status family settings. The
results of the study done by Turcinskaite-Balciuniene, Balciunas, Merkys, (2015)
demonstrate that understudies from lower and higher SES families don't contrast in
academic motivation states of mind. Tragically, there is impressively less research in

the field of advanced education examining academic motivation contrasts as per socio-
economic status variable.
According to Gupta (2016) The more academic motivation a person has, the
more they concentrate in the classroom, have better study habits and are more
persistent. Koseoglu (2013) stated that females scored higher in academic motivation
and it may be due to developmental differences between boys and girls. And future
academic success e needed effort than by their own previous performance (Shukla,
Tomban, Toland & Danner, 2014). However Kala & Shirlin, (2017) has found in their
study that education in higher socio-economic families is commonly worried as
significantly more transported in both inside the family and the nearby network, in
poorer regions, where sustenance and security are need, instruction assumes a lower
priority. Similar results are found by Teese (2003) in his analysis of the performance of
students in Victoria. He found clear and consistent trends for children from lower socio-
economic status families to have lower VCE scores (Year 12 results) and Year 5
benchmarking test result. The same relationship was found for other measures of
student engagement with schooling, such as attendance rates. Teese (2003) introduces
the concept of equity density, drawing together a number of factors such as family
status, family occupation, and so on. Kala & Shirlin (2017) suggested families who live
in higher socio-economic status areas are more likely to have a more stimulating
cognitive home environment, resulting in students with higher academic motivation than
students who live in lower socio-economic status areas. It is important to note that
Fleming, and Gottfried (2001) did not suggest higher socio-economic status causes
greatey88r academic motivation; rather, they suggested a positive relationship. “Our

view is that SES is indirectly filtered to the child through the proximal environment, that
is, families of relatively higher socio-economic status are more like to furnish a
cognitively stimulating home facilitating the development of academic intrinsic
motivation” Bhat, Joshi, Wani (2016) concluded that irrelevant distinction was found
between the understudies with center and low socio-economic status in regard to
scholastic accomplishment.
The form in which the poorest students end up in the
poorest schools worsen the issue and
forms a hard cycle, expanding achievement gaps over time. Heyneman and Lykins,
(2008) offered hope that ‘‘when highly
motivated, children from impoverished backgrounds can use the
school system to overcome the exigencies of their social status’’.
However, by virtue of having
lower SES measures, low SES students wound up in schools with a
lack of basic resources, which worsened their situation. If school
effects are cumulative, the impact on student achievement is
substantial. (Huang, 2010) The effect of the availability of a basic resource such as
electricity may seem unsurprising, yet in the sample, a large
number of schools, even in a progressive and relatively well-off
area such as Cebu, suffered from such a problem. As other less
developed provinces in the Philippines may have even less access
to monetary resources and infrastructure, providing basic electricity requirements to
schools may result in achievement gains. Students from lower socio-economic

backgrounds do as well as students from higher socio-economic backgrounds.
This can probably be explained as the result of a family process; in
other words, many low socio-economic status students can be motivated
to high achievement because of the social and psychological expectations
of the family. However, the reasons for the lack of significance in
regard to socio-economic factors are difficult to determine. (Meraz, 1983)
Socio-economic Status
According to Kala & Shirlin (2017) Socio-economic status alludes to instructive
capability, assignment, wage, riches, education and status of a person in the general
public. It is a key factor of a person in the general public and in one's life. It frequently
decides the existence objectives of understudies. However, based on M. Bhat, Joshi, &
Wani, (2016) Socio-economic status is the mix of monetary and sociological proportions
of an individual work involvement and the financial and social position of an individual or
family in association with others on the start of pay, instructive level and word related
status. Kala & Shirlin (2017) found out that those high socio-economic individual longs
for accomplishing high class calling. Socio-economic people with medium class
consider calling with normal increment and low socio-economic status people may
accomplish for calling of low level classifications.
Socio-economic in this research tends to the inquiry on guardians' occupations.
Guardians' occupations depend on open finished reactions to an issue of the essential
calling or position. Because of the idea of the investigation that investigates the subject
of neediness, the inquiries postured did not straightforwardly inquire as to whether they
were poor or confronting destitution, on the grounds that it is a touchy issue and could

influence their confidence as the respondents may not see themselves as being poor
(Shahabudin, Low, 2013).
Academic Motivation
According to Ryan (2016) One of the most common problems that teachers face
within the classroom is the lack of academic motivation within the students. In the report
of the National Research Council on motivation, 40% of high school students lacks the
motivation to perform in school. Disengagement from school can stem from different
factors such as fear of failure, emotional problems, lack of challenge, anger, or desire
for attention.
There is various research of academic motivation that reveals its key regularities
and systems. In spite of an immense commitment of specialists to the advancement of
the thought about issue, it isn't explained yet, and numerous critical elements and
viewpoints remain deficiently considered. Motivation is the state where someone is
neither intrinsically nor extrinsically motivated; and when someone lacks the interest in a
given activity. (Kala & Shirlin, 2017).
At the point when an instructor asks what motivated a child's conduct, he has at
least one of the three things as a main priority, first is a few incitements in nature
deciding or causing the conduct, some individual, educator or cohort may have
squeezed him to learn, may have been internal urge, sense, infer, which prompted that
conduct. The third is some objective or goal, which pulled in him to that conduct. But
there are understudies who are keen on classes, and who endeavors to take care of
complex academic issues with educators, who are take part in inquire about work with

an exploration administrator, who get their work done, and furthermore who are
associated with non-learning work. (Eremicheva, 2016). There is various research of
academic motivation that reveals its key regularities and systems. In spite of an
immense commitment of specialists to the advancement of the thought about issue, it
isn't explained yet, and numerous critical elements and viewpoints remain deficiently
considered. The perception of the student on parental involvement is more important for
academic success than the actual parental involvement because parents might view
their own behaviors positively than their children do (Shukla & Tomban, 2014). Future
studies into amotivation can be helpful to know as to what causes amotivation and how
can it be a negative factor on student achievement.
Later on, based on the findings of Erten (2014) it is okay to conclude that achievement
can be linked to intrinsic motivation and job related extrinsic motivation and Students
with high amotivation may suffer from academic burnout and lose interest engaging
academic work. In the self-determination theory of Deci & Ryan (1985) they explained
that intrinsic motivation encompasses motivation to learning, accomplishment and
pleasure of surpassing oneself. Intrinsic motivation is basically the drive to do
something because it is interesting and enjoyable (Ryan, 2016). Students can be
intrinsically motivated during a task because motivation can be seen continuously within
a spectrum (Gottfried, E., Fleming, & Gottfried, W., 2001).
Extrinsic motivation consists of external regulation which drive is to obtain
rewards or avoid punishment. A student is driven by the idea of being rewarded
because of a task, therefore he is externally motivated (Ryan, 2016). The components
of extrinsic motivation are external regulation, identified regulation, and introjected

regulation while intrinsic motivation’s components include knowledge, accomplishment.
Because behavior is guided by an external reward or punishment, it suggests that
external regulation is the least self-determined form of extrinsic motivation (Deci & Ryan,
1991). Individuals are motivated to carry out a specific behavior based on their desire to
avoid internally imposed guilt and shame because of introjected regulation. (Ryan,
2016). For example, If a student chose to study for an exam rather than watching a
movie with friends, it is because s/he will feel guilty if she don’t and it is also a form of
introjected regulation.
Amotivation is the state where someone is neither intrinsically nor extrinsically
motivated; and when someone lacks the interest in a given activity. It is the absence or
lack of motivation as Ryan (2016) defined. Students with high amotivation may suffer
from academic burnout and lose interest engaging academic work (Erten, 2014).
Many studies on academic motivation concluded that students who are
intrinsically or internally motivated has the best chance at educational success (Ryan,
2016). Apparently there is various research of academic motivation that reveal its key
regularities and systems. In spite of an immense commitment of specialists to the
advancement of the thought about issue, it isn't explained yet, and numerous critical
elements and viewpoints remain deficiently considered. In such manner, the academic
motivation is of an awesome intrigue and an imperative issue in instruction as it allows
to manufacture an approach adroitly to decide a part of college condition, understudy
conduct and arrangement comes about. The idea "motivation" from the perspective of
current psychology isn't unitism, and it is displayed in multifaceted nuance. The

motivation, therefore, can be resolved as an arrangement of reasons of mental nature
clarifying individual conduct, introduction and action (Eremicheva, Yudin, Sheptukhina,
Zyryanova, Shevchenko, Komarova, Simonova, 2016). Students has been observed to
lack the motivation towards their academics because at this stage their attention are
focused on things like peer group, relationships, fashion and entertainment which
confines their academic performance (Mili & Gupta, 2016).
Synthesis
There is a generous amount of literature regarding Socio-economic status and
Academic Motivation and its importance in individual perception and their behaviors
against it. Socio-economic status has always influenced the academic motivation of the
students. Academic motivation varies for children from different social backgrounds.
Their academic motivation is an outcome of their social status. Previous studies have
shown that parent’s socio-economic status is strongly associated with students
academic motivation.
From the literature regarding this study, the researchers said that socio-economic
status is affecting the students’ academic motivation. The researchers analyzed the
studies that would provide further information for the study being conducted. The
general idea of academic motivation is the students’ desire as reflected in approach,
persistence and interest regarding academic subjects that is being judged against a
standard of performance and excellence. The perception of the student on parental
involvement is more important for academic success. According to the studies the
students that have a high socio-economic status are more like to furnish cognitively
because of their status in live, the students got all the resources to help them motivate

in academics. In addition other factors affecting academic motivation needs more
research to be conducted.
Chapter III
3.0 Methodology
In this chapter the methods procedures are discussed that will be used for the
completion of this study. It also includes the research designs, respondents of the study,
population and sampling, data gathering procedure, and statistical treatment.
3.1 Research Design
For this study, the researchers will use Quantitative Descriptive Correlation
design, wherein it measures two variables describing the relationship between the
Socio-Economic Status and the Academic Motivation of the college student. The
researchers will choose 100 participants by using non-probability sampling technique.
3.2 Research Locale
This study will be conducted at Our Lady of Fatima University-Valenzuela
Campus, Mc Arthur Highway, Marulas, Valenzuela City.
3.3 Population and Sample
The chosen participants are college students with a total number of 100. All of
these participants will be selected using non-probability sampling technique, specifically
convenience-purposive sampling. For such reason that the researchers are currently
having their study on the same Institution, Our Lady of Fatima University, and the
availability of the respondents, and the willingness of them to participate on the study.

3.4 Instrumentation
MORES Socio-economic Classification
For the source of data from each participant, the researchers will adopt scales
that will be used in gathering the data. The scales are provided with questions regarding
on possible relationship between the socio-economic status and academic motivation.
MORES socio-economic classification of households
This is a self-administering questionnaire and meant for the student’s only. The
main use of this scale is to collect the actual information about socio-economic status of
the parents of the sports person in the society. Social status is the position of the
individual within the social sphere. The status in group may be inherited, but in modern
society, the status are achieved.
In order to identify the significant determinants of the total income of the middle-
income class, multiple regression analysis was carried out on the families that have
been identified as middle class. The dependent variable was the logarithm of the total
household income with the following list of independent variables:
Household/Household Head Characteristics
 educational attainment of household head
 occupation of household head
 marital status of household head
 age of the household head
 sex of the household head

 class of worker of household head
 type of household
 total employed household members
 total household members by age group
 total non-relative household members
 square of family size (to capture non-linear relationship between family size
and welfare)
 tenure status of the household
Housing Characteristics
 roof materials of the housing unit
 wall materials of the housing unit
 type of building/house
 type of toilet facilities
 source of water supply
 facilities in the house
 location of house (urban or rural)
The independent variables identified were sourced from the possible correlates
of poverty in Albert and Collado’s Study “Profile and Determinants of Poverty in the
Philippines” (Albert & Collado, 2004) and the list of significant predictors of income
resulting from the NSCB Project on the Estimation of Local Poverty in the Philippines
(NSCB, 2005).
Scoring of MORES SEC

The indicators from the 5-point system of MORES for identifying SEC of
households (Table 1) where households are classified into the following 5 groups were
also considered:
 Cluster 5 / AB – 30-35 points
 Cluster 4 / C1 or Upper C– 25-29 points
 Cluster 3 / C2 or Broad C– 20-24 points
 Cluster 2 / D – 15-19 points
 Cluster 1 / E – 7-14 points
Cluster Income Class
1 - Low
2 - Middle
3 - Middle
4 - High
5 - High
As can be gleaned from above, cluster 2 alone or clusters 2 and 3 together
appear to be reasonable candidates to form the middle -income class. The authors
believe that families with income falling under cluster 3 are still middle class and
decided to define the middle class based on income to be families belonging to clusters
2 and 3.
ACADEMIC MOTIVATION SCALE (AMS-C 28)

The AMS Vallerand, Pelletier, Blais, Briere, Senecal, Vallieres, (1992) Using
this scale, the researchers indicated to what extent each of the following items
presently corresponds to one of the reasons why they go to college. Consists of 28
items and seven subscales. The scale consists of seven subscales, reflecting one
subscale of amotivation, three subscales of intrinsic motivation and three subscales of
extrinsic motivation. This scale is used for measuring their academic motivation for the
researchers’ data gathering. The AMS has demonstrated adequate to good reliability
and validity in several studies among college students(Can, 2015; Fairchild, 2015)
which reported alpha values for the AMS ranging between .62-.86 (Vallerand et al.,
1992), .70-.86 (Cokley, Bernard, Cunningham, Motoike, 2001), and .70-.90 (Fairchild et
al., 2005).
3.5 Statistical Treatment
Frequency and Percentage Distribution
Frequency and percentage distribution was used in this study to know
This treatment was use in this study to describe the demographic profiles of the
respondents pertaining to gender and age of the students.
Mean
It is use to determine the average score of the data gathered by the researchers
in the test that they give to the college students of Our Lady of Fatima University.
Standard Deviation
This was used to quantify the amount of variant or dispersion of a set of
information values of Socio-economic status and academic motivation.

Pearson’s r correlation coefficient
Pearson’s r was used to determine the correlation between socio-economic
status and the three types of academic motivation.
One-Way ANOVA
One-way ANOVA was used to determine the difference on different types of
academic motivation between male and female.
3.6 Data Gathering Procedures
The researchers will ask permission to the professors’ in-charge with the
specific subject of the students. The professors will allow the researchers to have ten to
fifteen minutes of his or her subject time for the administration of the test and for the
completion of the data gathering phase. The researchers will proceed in administering
the scale among the participants. As soon as the data were gathered, the researchers
proceeded in scoring and interpretation of the participant’s data.
3.7 Ethical Considerations
The researchers point in this study is to find out if the socio-economic status of the
family of the participants is affecting one’s academic motivation Using MORES Socio-
economic Classification and Academic Motivation Scale (AMS-C 28)
For the researchers to gather the data that needed, the researchers asked their
adviser before they conduct the survey with informed consent of the respondents. The
researchers are responsible for their participants and the participants have the right to
withdraw if they are getting offended during the survey. The researchers make sure
that the information of the participants will be confidential for their own sake.

Chapter IV
Result and discussion
This chapter describes the analysis of data followed by a discussion of the
research findings. The findings relate to the question that guided the study. Data were
analyzed to identify, describe and explore the correlation and difference of socio-
economic status and academic motivation.
Table 4.1 Demographic profile of the respondents in terms of gender
Gender Frequency Percentage
Male 51 51%
Female 49 49%
Total 100 100%
Table 4.1 indicates that the researchers conduct the study in 51 male and 49
female in terms of gender, total of 100 respondents.
Table 4.2 Demographic profile of the respondents in terms of age.
Age Frequency Percentage
17 4 4%
18 18 18%
19 29 29%
20 22 22%
21 14 14%
22 4 4%

23 2 2%
24 1 1%
25 4 4%
27 1 1%
31 1 1%
Total 100 100%
The percentage and distribution of mean scores of the students’ age and gender
is shown in Table 4.2 Of the students comprising the study group, 51 (51%) are male
and 49 (49%) are female. Their ages range from 17-31 years with the mean of 19.93.
Table 4.3 Demographic profile of the respondents in terms of year.
Year Frequency Percentage
1st 40
40%
2nd 26
26%
3rd 13
13%
4th 21
21%
Total 100
100%

Table 4.3 reveals that the respondents covered all year level in college. 40% of
the respondents is 1st
year students, 26% is 2nd
year, 13% is 3rdyear, and 21
participants in 4th
year. This states that, this study is more accurate in first year students.
Table 4.4 Mean and Standard deviation of Socio-economic status, intrinsic motivation,
extrinsic motivation, and Amotivation.
Variables Mean SD
Socio-economic Status 2.64 .503
Intrinsic Motivation 59.92 13.261
Extrinsic Motivation 63.94 13.232
Amotivation 11.87 4.861
As indicated in Table 4.4, the level of socio-economic Status has a mean of 2.64
that implies a high socio-economic classification as per the MORES SEC Indicators by
R.A. Virola. Intrinsic motivation scores has a mean score of 59.92, extrinsic motivation
got 63.94, and amotivation of 11.87. The standard deviation of socio-economic status
is .503, Intrinsic motivation is 13.261, extrinsic motivation 13.232, and amotivation 4.861.
Table 4.5 Correlation between Socio-economic status and intrinsic motivation.
Variables r-value p-value Decision
Socio-economic
Status and Intrinsic
Motivation
.091 .368 Failed to reject H01

The table above shows that there is no significant correlation between socio-
economic status and intrinsic motivation, r= .091, p= .368. Therefore, the hypothesis
which states that there is no significant relationship between socio-economic status and
Academic motivation (Intrinsic Motivation) is accepted.
Table 4.6 Correlation between Socio-economic status and extrinsic motivation.
Socio-economic
Status and Extrinsic
Motivation
-.031 .762 Failed to reject H01
The table above shows that there is no significant correlation between socio-
economic status and extrinsic motivation, r= -.243, p=0.015 Therefore, the hypothesis
which states that there is no significant relationship between socio-economic status and
academic motivation (extrinsic motivation) is rejected.
Table 4.7 Correlation between Socio-economic status and amotivation.
Socio-economic
Status and
Amotivation
.026 .796 Failed to reject H01
The table above shows that there is no correlation between socio-economic
status and amotivation, r= .026, P= .796. Therefore, the hypothesis which states that

there is no significant relationship between socio-economic status and amotivation
(amotivation) is accepted.
Table 4.8 Mean and standard deviation for Intrinsic, extrinsic, amotivation in terms of
gender.
Gender Mean SD
Intrinsic Male
Female
58.57
61.33
14.223
12.166
Extrinsic Male
Female
61.33
65.90
13.710
12.555
Amotivation Male
Female
12.67
11.04
4.815
4.817
Table 4.9 Data results of one-way ANOVA, Academic motivation scores of college
students in terms of gender.
Sum of
Squares
df Mean
Square
F Sig. Decision
Intrinsic Between Groups
Within Groups
Total
190.075
17219.285
17409.360
1
98
99
190.075
175.707
1.082 .301 Failed to
reject H02
Extrinsic Between Groups
Within Groups
Total
368.327
16965.313
17333.640
1
98
99
368.327
173.115
reject H02

Amotivation Between Groups
Within Groups
Total
66.058
2273.252
2339.310
1
98
99
66.058
23.196
reject H02
The table above shows the difference on gender and intrinsic motivation between
male and female respondents. Using the one-way ANOVA, female respondents with
61.33 mean and a standard deviation of 12.166 resulted to a higher intrinsic motivation
compared to males with 58.57 mean and a standard deviation of 14.223, having a p-
value of 0.301 signifying a failure to reject the null hypothesis hence a not significant
difference.
Also using one-way ANOVA, female respondents with 65.90 average score and
a standard deviation of 12.555 resulted to a higher extrinsic motivation compared to
males with 61.33 mean score and a standard deviation of 13.710, having a p-value of
0.148 signifying a failure to reject the null hypothesis hence a not significant difference.
Also using the one-way ANOVA statistical technique, female respondents with
11.04 mean score and a standard deviation of 4.817 resulted to a higher extrinsic
motivation compared to males with a mean score of 12.67 and a standard deviation of
4.815, having a p-value of 0.95 signifying a failure to reject the null hypothesis hence a
not significant difference.
According to the results that the researchers gathered, there is no significant
difference between socio-economic status and the three types of motivation, not unlike

Bhat, Joshi, and Wani (2016) said in their study that there is a significant difference
between academic achievement and socio-economic status.
Chapter V
Conclusion and recommendations
This part of the study states the conclusion and recommendations of the
researchers based on the data that they gathered in the beginning of the study, the
researcher’s hypothesis was there is no significant relationship between socio-economic
status and academic motivation and there is no significant difference between male and
female in terms of academic motivation, after their data gathering using MORES socio-
economic classification and Academic Motivation Scale (ams-28) and analyzing the
data that they gathered using SPSS (Pearson’s r correlation coefficient and one-way
ANOVA).
The researchers correlate the socio-economic status and academic motivation of
the students of Our Lady of Fatima University Valenzuela campus. They used
Pearson’s r correlation coefficient and the researchers find out that there is no
significant relationship between the socio-economic status and intrinsic motivation. They
also used Pearson’ r and they find out that there is no significant relationship between
the socio-economic status and extrinsic motivation. And there is no significant
relationship between the socio-economic status and amotivation. It is concluded that
socio-economic status of college students does not have any relationship in three types
of academic motivation. From this results, it can be inferenced that socio-economic
status of college students will not affect their academic motivation.

The researchers wanted to find out that if there was a significant difference
between male and female in terms of academic motivation. They used one-way ANOVA
to distinguish if there is a difference and they find out that there is no significant
difference between male and female respondents in their academic motivation.
The researchers have several recommendations for the future researchers. First,
it is recommended for future studies to explore and to have further research about
relationship between socio-economic status and academic motivation. Second, it is also
recommended using other measures of the variables, particularly, for academic
motivation and socio-economic status, taking into consideration cultural diversity and
there is more factors in the academic motivation of the person. Third Q, it is also
recommended to have further qualitative or quantitative research in more broad area
that may help clarify how socio-economic status correlates the academic motivation of
the people. Finally, the researchers also recommend to use different sample or
respondents in order to avoid bias or any other conflicts.

References
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Appendix
SPSS Output
Gender
Frequency Percent Valid Percent Cumulative
Percent
Valid
Male 51 51.0 51.0 51.0
Female 49 49.0 49.0 100.0
Total 100 100.0 100.0
Age
Percent
Valid
17 4 4.0 4.0 4.0
18 18 18.0 18.0 22.0
19 29 29.0 29.0 51.0
20 22 22.0 22.0 73.0
21 14 14.0 14.0 87.0
22 4 4.0 4.0 91.0
23 2 2.0 2.0 93.0
24 1 1.0 1.0 94.0
25 4 4.0 4.0 98.0
27 1 1.0 1.0 99.0
31 1 1.0 1.0 100.0
Total 100 100.0 100.0

Year
Percent
Valid
1st 40 40.0 40.0 40.0
2nd 26 26.0 26.0 66.0
3rd 13 13.0 13.0 79.0
4th 21 21.0 21.0 100.0
Total 100 100.0 100.0
Descriptive Statistics
Mean Std. Deviation N
Intrinsic 59.92 13.261 100
Extrinsic 63.94 13.232 100
Amotivation 11.87 4.861 100
SES 2.64 .503 100
Group Statistics
Gender N Mean Std. Deviation Std. Error Mean
Intrinsic
Male 51 58.57 14.223 1.992
Female 49 61.33 12.166 1.738
Extrinsic
Male 51 62.06 13.710 1.920
Female 49 65.90 12.555 1.794
Amotivation
Male 51 12.67 4.815 .674
Female 49 11.04 4.817 .688

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