The-impact-of-motivation-research-2.docx

Motivation Adversity Quotient and Self-reliance Motivation, Adversity Quotient, and Self-reliance of SHS 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. Adversities are part of living, and people choose the way they react to each adversity in their lives. Many times they will be senseless, unfair, painful, and beyond our control to prevent. However, they come into our lives for a reason. People can choose to learn valuable lessons from each adversity they encounter. 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

Motivation Adversity Quotient and Self-reliance study was conducted to the said respondents since most of them are experiencing more hardened school works compared to the lower year levels. There are various issues and problems that adolescents may face in the turbulent times of their teen years. An adolescent feels all kinds of pressures from parents, school and peers. They are in a transitional period where they are moving from childhood to adulthood (Problems of children and teens). Life for many adolescents is a painful tug of war filled with conflict demands from parents, teachers, friends, coaches and oneself. It can create hardship, stress, and serious depression to people who cannot cope, communicate, or solve problems. More so, it can affect their motivation to succeed. Achievement motivation can best be understood by examining the meanings of “achievement” and “motivation” separately. Achievement typically stresses the importance of accomplishment and attainment with effort involved. Achievement can also be described as energy that is used to overcome challenges and persevere to conquer a goal. Motivation relates to an individual’s reason for engaging in an activity, the degree to which an individual pursues the activity and the persistence of the individual (Clark 2010). According to Brunkhorst, adversities are a part of living, and people choose the way they react to each adversity in our lives. Many times it will be senseless, unfair, painful, and beyond our control to prevent. However, it comes into our lives for a reason. They can choose to learn valuable lessons from each adversity we encounter. The more difficult the adversity, the more valuable will be the lessons it offers.

Motivation Adversity Quotient and Self-reliance Stoltz (1997) perceives the variable of adversity as one which has the capacity to change a learner’s expected performance despite intelligence ability. He thus defines Adversity Quotient® as “an indicator of how one withstands adversity, the ability to overcome it or the capacity of a person to deal with the adversities of his life” (Stoltz, 1997, 2010). As such, it is the science of human resilience. It entails remaining stable and maintaining healthy levels of physical and psychological functions, even in the face of chaos. It can also be seen as a successful adaptation response to high risk. Conceptually, this has been described as the outcome of both individual attributes and environmental effects (Markman, 2000; Peak Learning, 2010). More recently, other researchers have shown through the results of their studies that measurement of AQ might be a better index of achieving success than IQ, not just for academic achievement in education, but in other related social skills (Zhou, 2009; Williams, 2008; Tantor, 2007). In Nigeria, adversity is a part of the educational life of students and teachers. An individual’s response to adversity may be determined by personal characteristics and environmental factors. According to the studies conducted by Stoltz in year 2010 showed that one’s response to adversity is formed through the influence of parents, teachers, peers, and other key people. Furthermore, due to some factors, the responses of the people to adversity can be interrupted and permanently changed. Some studies, particularly the study by Dweck in year 2012 have shown that responses to adversity are learned. Thus discovering and measuring Adversity Quotient 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.

Motivation Adversity Quotient and Self-reliance CORE represented the four sub-components of the Adversity Quotient, Control, Ownership, Reach, and Endurance. They measure very different aspects of AQ, although they may be inter-correlated. Where C stands for 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. 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. They characterized people in relation to activities and the same activity can be intrinsically or extrinsically motivating to different people (Briones et al., 2010). Intrinsic and Extrinsic motivation are terms based on social and behavioural psychology, and describe the types of factors that motivate people to engage in certain behaviours, according to Renata. Intrinsic motivation refers to engagement in an activity with no reason other than the enjoyment and satisfaction of engagement itself, while extrinsic motivation refers to engagement that provides means to ends that go beyond the engagement itself.

Motivation Adversity Quotient and Self-reliance The goals of extrinsically motivated engagement might be the attainment of tangible rewards such as money, prizes, or other benefits. Intangible rewards such as social approval, a sense of worthiness, or even a sense of conscientiousness; or the avoidance of tangible and intangible punishments such as time out, scolding, rejection or sense of low self-worth. 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

self-image,

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,

Motivation Adversity Quotient and Self-reliance 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.

Motivation Adversity Quotient and Self-reliance INPUT

PROCESS

OUTPUT

1. Analysis of the: a. Profile of the Respondents along Sex, Types of Community Living, Parental Guidance at Home, Birth Order, Family Size. 1. Profile of the Respondents along; a. Sex b. Types of Community Living c. Parental Guidance at Home d. Birth Order e. Family Size

2. Determine the Significant relation of the respondents between their profile: a. Motivation b. Adversity Quotient c. Self-reliance Motivation: a. Adversity Quotient b. Self-reliance Adversity and Selfreliance

Conduct Student Empowerment Program

3. Formulation of student empowerment program.

FEEDBACK Figure The Research Paradigm

1

Motivation Adversity Quotient and Self-reliance STATEMENT OF THE PROBLEM This study aims to determine the level of Motivation on the Adversity Quotient and Selfreliance of Senior High School Students of Union Christian. Specifically, it sought to the following questions. 1. What is the Profile with the respondents along ; A. Sex B. Types of Community Living C. Parental Presence at Home D. Birth Order E. Family Size

2. Is there a significant relationship on the following: A. Profile and motivation B. Profile and adversity quotient C. Profile and self-reliance D. Motivation and adversity quotient E. Motivation and self-reliance F. Adversity quotient and self-reliance 3. What SEP can be proposed?

Motivation Adversity Quotient and Self-reliance HYPOTHESES 1. There is no significant relationship between the profile of the respondents and their Motivation, Adversity Quotient, Self-reliance. 2. There is no significant relationship between the Motivation and Adversity Quotient and Self-Reliance. 3. There is no significant relationship between the Adversity Quotient and Selfreliance. 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. 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.

Motivation Adversity Quotient and Self-reliance 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 School Coordinator and Principal 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

Motivation Adversity Quotient and Self-reliance 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 (Bakare, Babajide, Mike, JNR., Students adversity quotient and related factors) 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-and-personality1.html https://gianfrancoconti.wordpress.com/2015/07/27/eight-motivational-theories-and-theirimplications-for-the-foreign-language-classroom/ (Guillian Alaine L. Cornista, Charmaine Joy A. Macasaet) Adversity Quotient and achievement motivation 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-evaluation-theoriesemployee-motivation.html https://wikispaces.psu.edu/display/PSYCH484/6.+Goal+Setting+Theory