000			03956cam a2200265 i 4500
001			85629174
003			CHED
005			20250213113256.0
008			200217t2018 ph ||||| |||| 00| 0 eng d
040			_cCommission on Higher Education
090			_aLG 995 2018 C6 M37
100	1		_aMaranan, Sheila S.
245	0	0	_aIntrinsic motivation, academic engagement and academic achievement of senior high school students in a government funded university In Luzon, SY 2017-2018 _c / Sheila S. Maranan
260	3		_aQuezon City _b : Ateneo de Manila University _c,2018.
300			_axiii, 124 leaves _f29 x 20cm.
500			_aThesis (Master of Arts in Education major in Guidance and Counselling) -- Ateneo de Manila University, December 2018
520	3		_aThis study was intended to report on the relationships and differences that exist between intrinsic motivation, academic engagement and academic achievement of senior high school students across the academic strands and examine whether intrinsic motivation and academic engagement positively predict the students' academic achievement. Anchored on self-determination theory (SDT), this descriptive correlational study assessed the level of intrinsic motivation utilizing the Intrinsic Motivation Inventory from SDT while academic engagement was measured using the researcher-designed questionnaire. Academic achievement scores were based on the self-reported grades of the respondents. The statistical analyses employed in this study include; Pearson Product Moment Correlation Coefficient, Welch's ANOVA and Regression Analysis. There was a total of432 participants in this study (n=432). Analyses revealed that university students were intrinsically motivated, academically engaged and obtained high academic grades. Measure of relationship showed a moderate positive correlation between intrinsic motivation and academic engagement as well as between intrinsic motivation and academic achievement. Meanwhile, a strong positive correlation was found between academic engagement and academic achievement. This implies that intrinsically motivated students are bound to be more engaged in their classroom activities which ultimately results to higher academic grades. Accordingly, intrinsic motivation and academic engagement were also found to positively predict the students' academic achievement. This study thus demonstrated a positive unidirectional predictive relationship between intrinsic motivation, academic engagement and academic achievement. Significant differences on the students' level of intrinsic motivation and academic engagement across the academic strands were also evident in this study. This can be attributed to curricular variations since mean comparisons were grounded on the different academic strands. Students from ABM (Accountancy, Business and Management) consistently scored higher in intrinsic motivation, academic engagement and academic achievement compared to STEM (Science, Technology, Engineering and Mathematics) and HUMSS (Humanities and Social Sciences) strands. Thus, school administrators, teachers and school counselors should develop a collection of strategies that optimize and cultivate students' intrinsic motivation and academic engagement. School counselors should also make every effort to promote and maintain positive relationships between students, teachers and guidance personnel in order to maximize their impact on student motivation, engagement and academic success.
650	2	0	_aSocial psychology.
650	2	0	_bAcademic achievement _zPhilippines.
650	2	0	_bAcademic engagement _zPhilippines.
650	1	0	_aMotivation in education _xSenior high school students
856	4	0	_zAbstract _uhttp://181.215.242.151/cgi-bin/koha/opac-retrieve-file.pl?id=c083860225cb733852bb39147ba22279
856	4	0	_zTable of Contents _uhttp://181.215.242.151/cgi-bin/koha/opac-retrieve-file.pl?id=fe2428680884b19b8f3c7bf4cf191acf
942			_cCHEDFR _2lcc
999			_c100 _d100