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Motivation on the Adversity Quotient and Self Reliance of Senior High School Students of Union Christian College
Background Of The Study
Motivation is the reason for people's actions, desires, and needs. Motivation is also one's direction to behaviour, or what causes a person to want to repeat a behaviour. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behaviour. An adversity quotient (AQ) is a score that measures the ability of a person to deal with adversities in his or her life. Hence, it is commonly known as the science of resilience. Self-reliance is the capacity to rely on one's own capabilities, and to manage one's own affairs; independence.
First, motivation at school, or academic motivation, is very vital on the everyday life of a student for it is the driving force for them to study harder. Second, the Adversity Quotient, which is the capacity of a person to cope up with their adversities or problems in life. Lastly is the Self-reliance, which is the ability of the person to rely on his self. Alongside with the general objective in this study, to determine the impact of Motivation on the Adversity Quotient and Self-reliance of the respondents, it focuses on three important variables, the Motivation, Adversity Quotient and Self-reliance, which will be measured through the authorized and adopted tests provided by the researchers. This study was conducted to the said respondents since most of them are experiencing more hardened school works compared to the lower year levels.
Motivation may be described into two broad categories such as extrinsic and intrinsic motivation. Intrinsic and extrinsic motivations are contextual and change overtime. They vary with situations.
There are four sub-components of the AQ®. The sum of the four scores is the person's Adversity Quotient (AQ®). The four sub-components are Control, Ownership, Reach, and Endurance, represented by CO2RE. Although they may be intercorrelated, they measure very different aspects of AQ®. Where C is the amount of perceived control one has over an adverse event or situation. O is the degree to which an individual is willing to own the outcome of adversity, the extent to which the person owns, or takes responsibility for the outcomes of adversity or the extent to which the person holds himself or herself accountable for improving the situation. R is a reflection of how far the adversity reaches into other aspects of an individual’s life or the degree to which impacts other areas of life positively or negatively. E is the measure of endurance, which assesses how long the adversity and its causes and effects will last in one’s life or the perception of time over which good or bad events and their consequences will last or endure.
Adversity is a part of the educational life of students and teachers in Nigeria. An individual’s response to adversity may be determined by personal characteristics and environmental factors. Studies conducted by Stoltz (2010) showed that one’s response to adversity is formed through the influence of parents, teachers, peers, and other key people. Furthermore, people’s response to adversity can be interrupted and permanently changed, due to some factors. Studies, particularly the study by Dweck (2012) have shown that responses to adversity are learned. Thus discovering and measuring AQ® and factors that influence it allows one to understand how and why some people consistently exceed the predictions and expectations of their natural intellectual ability.
Theoretical Framework
The research was guided by the following theories that provide the academic substance of this study and serve as the backbone of the research. First, is the Cognitive Evaluation Theory which further explains the relationship between intrinsic and extrinsic motivation. This theory is useful for determining extrinsic motivation, which decreases autonomy and reduces intrinsic motivation implicate to the classroom. Another is the Attribution Theory, it is a framework to explain why people do what they do. It stated that people seek causal factors that allow them to maintain a positive selfimage, and it is these attributions that determine an individual's motivation to repeat behaviours. This theory is also useful in this study as it gives awareness to the respondents for motivate their behaviours well and to prevent error or bad performance in the future. Lastly, is the Goal-related theory, this theory is useful in order to direct the respondents in their personal, educational and professional life goals. This can be clear, challenging or achievable. It discusses the motivation to set goals rather than imposing it. It is more likely to work harder in order to achieve the set goals. These three theories served as the framework of this study as a guide in the motivation on the adversity quotient and self-reliance of SHS of Union Christian College.
INPUT
1. Profile of the Respondents along; a. Age b. Sex c. Year Level d. Types of community living e. parental guidance 2. Status of Adversity Quotient of the Respondents (CORE)
FEEDBACK Figure 1 The Research Paradigm
PROCESS
1. Analysis of the: a. Profile of the Respondents along age, sex, year level, types of community living, and parental guidance 2. Significant relationship of the Respondents and their Adversity Quotient measured by CORE.
OUTPUT
Motivation on the Adversity Quotient and Self-reliance of SHS of Union Christian College
Statement Of The Problem
This study aimed to determine the level of Motivation on the Adversity Quotient and Self-reliance of SHS of Union Christian.
Specifically, it sought to the following questions.
Profile with the respondents along ;
Age
Sex
Year Level
Types of Community Living
Parental Guidance
Status of Adversity Quotient of the Respondents (CORE)
Hypothesis
There is a proportional distribution of the respondents along the sex, HEAP, socio economic status, OP, size of the family and the birth order.
The respondents have a high academic performance.
There is no significant relationship between the profile of the respondents and their Adversity Quotient.
Methods This section deals with the research method employed by the researcher. This includes the research design, participants of the study, data gathering tools and procedures and data management. Research Design The study used the descriptive developmental research design. Descriptive research is used to describe the variables and result of the study regarding of Motivation on the Adversity Quotient and Self-reliance of SHS of Union Christian College because the gathered data serve as basis for formulating of the training design. According to Wikipedia descriptive research is use to describe characteristics of a population or phenomenon being studied. Descriptive research is valuable in providing facts on which scientific judgmental may be used; providing knowledge about the nature of person or object for close observation into the practices behaviour, methods, and procedures. Correlation design establishes relationship between variables with which this study had observed for better understanding and analysis of the phenomenon at hand. Finally survey technique was use because a questionnaire was administered individually to the participants. This was to obtain the data essential in the study.
Participants of the Study
The participants of the study were the Grade 11 and 12 students in a school in San Fernando La Union named Union Christian College. UCC have many students which made the school questions/survey how student trust themselves and what should be the effective way to motivate them.
Data Gather Tool and Procedures
This study used one type of tool to gather the information needed. The only tool that we used was the questionnaire which measures the Adversity Quotient of the respondents.
The researcher requested permission through a formal letter from the Schools Division Superintendent to conduct the study. The questionnaire was distributed to the teachers through their school heads. The retrieval of the questionnaire was done in the same manner as in administering them.
As the research gathered the questionnaires from the respondents, we interviewed them regarding their points of view on the impact of motivation on the quotient adversity and their self-reliance then recorded for their responses to be able to review the information given.
Data Management
To address the sub-problem raised which dealt on the profile of the respondents in terms of age, sex, year level, types of community living and parental guidance. Weighted mean and averages were used to measure the quotient adversity of the respondents. The study of Paul Stoltz were applied to deal with the significant relationship between the profile and the status of quotient adversity of the respondents.
References
https://www.peaklearning.com/documents/PEAK_GRI_bakare2
http://stitchestm.blogspot.com/2007/09/adversity-quotient-aq-emerging.html
https://www.simplypsychology.org/attribution-theory.html
http://www.butler-bowdon.com/abraham-maslow---motivation-andpersonality1.html
https://gianfrancoconti.wordpress.com/2015/07/27/eight-motivational-theoriesand-their-implications-for-the-foreign-language-classroom/
https://www.peaklearning.com/documents/PEAK_GRI_cornista-macasaet.pdf
https://www.simplypsychology.org/attribution-theory.html
http://study.com/academy/lesson/self-determination-cognitive-evaluationtheories-employee-motivation.html
https://wikispaces.psu.edu/display/PSYCH484/6.+Goal+Setting+Theory
Background Of The Study
Motivation is the reason for people's actions, desires, and needs. Motivation is also one's direction to behaviour, or what causes a person to want to repeat a behaviour. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behaviour. An adversity quotient (AQ) is a score that measures the ability of a person to deal with adversities in his or her life. Hence, it is commonly known as the science of resilience. Self-reliance is the capacity to rely on one's own capabilities, and to manage one's own affairs; independence.
First, motivation at school, or academic motivation, is very vital on the everyday life of a student for it is the driving force for them to study harder. Second, the Adversity Quotient, which is the capacity of a person to cope up with their adversities or problems in life. Lastly is the Self-reliance, which is the ability of the person to rely on his self. Alongside with the general objective in this study, to determine the impact of Motivation on the Adversity Quotient and Self-reliance of the respondents, it focuses on three important variables, the Motivation, Adversity Quotient and Self-reliance, which will be measured through the authorized and adopted tests provided by the researchers. This study was conducted to the said respondents since most of them are experiencing more hardened school works compared to the lower year levels.
Motivation may be described into two broad categories such as extrinsic and intrinsic motivation. Intrinsic and extrinsic motivations are contextual and change overtime. They vary with situations.
There are four sub-components of the AQ®. The sum of the four scores is the person's Adversity Quotient (AQ®). The four sub-components are Control, Ownership, Reach, and Endurance, represented by CO2RE. Although they may be intercorrelated, they measure very different aspects of AQ®. Where C is the amount of perceived control one has over an adverse event or situation. O is the degree to which an individual is willing to own the outcome of adversity, the extent to which the person owns, or takes responsibility for the outcomes of adversity or the extent to which the person holds himself or herself accountable for improving the situation. R is a reflection of how far the adversity reaches into other aspects of an individual’s life or the degree to which impacts other areas of life positively or negatively. E is the measure of endurance, which assesses how long the adversity and its causes and effects will last in one’s life or the perception of time over which good or bad events and their consequences will last or endure.
Adversity is a part of the educational life of students and teachers in Nigeria. An individual’s response to adversity may be determined by personal characteristics and environmental factors. Studies conducted by Stoltz (2010) showed that one’s response to adversity is formed through the influence of parents, teachers, peers, and other key people. Furthermore, people’s response to adversity can be interrupted and permanently changed, due to some factors. Studies, particularly the study by Dweck (2012) have shown that responses to adversity are learned. Thus discovering and measuring AQ® and factors that influence it allows one to understand how and why some people consistently exceed the predictions and expectations of their natural intellectual ability.
Theoretical Framework
The research was guided by the following theories that provide the academic substance of this study and serve as the backbone of the research. First, is the Cognitive Evaluation Theory which further explains the relationship between intrinsic and extrinsic motivation. This theory is useful for determining extrinsic motivation, which decreases autonomy and reduces intrinsic motivation implicate to the classroom. Another is the Attribution Theory, it is a framework to explain why people do what they do. It stated that people seek causal factors that allow them to maintain a positive selfimage, and it is these attributions that determine an individual's motivation to repeat behaviours. This theory is also useful in this study as it gives awareness to the respondents for motivate their behaviours well and to prevent error or bad performance in the future. Lastly, is the Goal-related theory, this theory is useful in order to direct the respondents in their personal, educational and professional life goals. This can be clear, challenging or achievable. It discusses the motivation to set goals rather than imposing it. It is more likely to work harder in order to achieve the set goals. These three theories served as the framework of this study as a guide in the motivation on the adversity quotient and self-reliance of SHS of Union Christian College.
INPUT
1. Profile of the Respondents along; a. Age b. Sex c. Year Level d. Types of community living e. parental guidance 2. Status of Adversity Quotient of the Respondents (CORE)
FEEDBACK Figure 1 The Research Paradigm
PROCESS
1. Analysis of the: a. Profile of the Respondents along age, sex, year level, types of community living, and parental guidance 2. Significant relationship of the Respondents and their Adversity Quotient measured by CORE.
OUTPUT
Motivation on the Adversity Quotient and Self-reliance of SHS of Union Christian College
Statement Of The Problem
This study aimed to determine the level of Motivation on the Adversity Quotient and Self-reliance of SHS of Union Christian.
Specifically, it sought to the following questions.
Profile with the respondents along ;
Age
Sex
Year Level
Types of Community Living
Parental Guidance
Status of Adversity Quotient of the Respondents (CORE)
Hypothesis
There is a proportional distribution of the respondents along the sex, HEAP, socio economic status, OP, size of the family and the birth order.
The respondents have a high academic performance.
There is no significant relationship between the profile of the respondents and their Adversity Quotient.
Methods This section deals with the research method employed by the researcher. This includes the research design, participants of the study, data gathering tools and procedures and data management. Research Design The study used the descriptive developmental research design. Descriptive research is used to describe the variables and result of the study regarding of Motivation on the Adversity Quotient and Self-reliance of SHS of Union Christian College because the gathered data serve as basis for formulating of the training design. According to Wikipedia descriptive research is use to describe characteristics of a population or phenomenon being studied. Descriptive research is valuable in providing facts on which scientific judgmental may be used; providing knowledge about the nature of person or object for close observation into the practices behaviour, methods, and procedures. Correlation design establishes relationship between variables with which this study had observed for better understanding and analysis of the phenomenon at hand. Finally survey technique was use because a questionnaire was administered individually to the participants. This was to obtain the data essential in the study.
Participants of the Study
The participants of the study were the Grade 11 and 12 students in a school in San Fernando La Union named Union Christian College. UCC have many students which made the school questions/survey how student trust themselves and what should be the effective way to motivate them.
Data Gather Tool and Procedures
This study used one type of tool to gather the information needed. The only tool that we used was the questionnaire which measures the Adversity Quotient of the respondents.
The researcher requested permission through a formal letter from the Schools Division Superintendent to conduct the study. The questionnaire was distributed to the teachers through their school heads. The retrieval of the questionnaire was done in the same manner as in administering them.
As the research gathered the questionnaires from the respondents, we interviewed them regarding their points of view on the impact of motivation on the quotient adversity and their self-reliance then recorded for their responses to be able to review the information given.
Data Management
To address the sub-problem raised which dealt on the profile of the respondents in terms of age, sex, year level, types of community living and parental guidance. Weighted mean and averages were used to measure the quotient adversity of the respondents. The study of Paul Stoltz were applied to deal with the significant relationship between the profile and the status of quotient adversity of the respondents.
References
https://www.peaklearning.com/documents/PEAK_GRI_bakare2
http://stitchestm.blogspot.com/2007/09/adversity-quotient-aq-emerging.html
https://www.simplypsychology.org/attribution-theory.html
http://www.butler-bowdon.com/abraham-maslow---motivation-andpersonality1.html
https://gianfrancoconti.wordpress.com/2015/07/27/eight-motivational-theoriesand-their-implications-for-the-foreign-language-classroom/
https://www.peaklearning.com/documents/PEAK_GRI_cornista-macasaet.pdf
https://www.simplypsychology.org/attribution-theory.html
http://study.com/academy/lesson/self-determination-cognitive-evaluationtheories-employee-motivation.html
https://wikispaces.psu.edu/display/PSYCH484/6.+Goal+Setting+Theory
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