JOURNAL ARTICLE REVIEW

SELECTED TOPIC: IMPACT OF MOTIVATION ON STUDENTS’ ACADEMIC PERFORMANCE A CASE STUDY OF UNIVERSITY SULTAN ZAINAL

ABIDIN STUDENTS

JOURNAL ARTICLE 1
Title of the Journal Celikoz, N. Basic factors that affect general academic motivation levels of candidate preschool teachers. Procedia Social and behavioral science, 2009;
(APA format) 1, 1357-1365

Peklaj, C., Levpušček, M.P. Students‟ motivation and academic success in relation to the quality of individual and collaborative work during
a course in educational psychology. Association of Teacher Education in Europe. 2006; 31ST Annual ATEE Conference

Wigfield, A., Eccles, J.S. Development of achievement motivation. San Diego: Academic Press 2001

Denhardt, R. B., Denhardt, J. V., and Aristigueta, M. P. Managing Human Behavior in Public and Nonprofit Organizations. Sage Publications,
Inc. Journal of Personality and Social Psychology, 2008; 47, 944- 952

Biehler, R. F. and Snowmnan, J. Psychology Applied to Teaching. (5th Ed.) Boston: Houghton Mifflin Company. 1986. 7. Fontana, D.
Psychology for Teachers. London: Macmillan Press Ltd. 1981.

Abstract
Motivation plays an essential role in reshaping learners‟ behavior towards learning. This study examines the impact of motivation on students‟ academic
performance with a special reference to University Sultan Zainal Abidin students. This study aims to examine the relationship between students‟ motivation
and their academic performance (GPA). Secondly, to find out the effect of motivation on students‟ academic performance (GPA). A structured questionnaire
 on motivation was administered on 218 University Sultan Zainal Abidin students. The students were from the Faculties of Islamic Contemporary Studies,
Applied Social Sciences and Economic and Business Management. Data was analyzed using correlation analysis and a simple linear regression. Findings of
the study revealed that a strong positive relationship exists between motivation and students‟ academic performance. This is because the r-value from the
correlation analysis is 0.667 revealing a strong link between the study variables. Similarly, results from the regression analysis indicated that motivation
serves as a good predictor of students‟ performance.
Based on the findings from the study, a strong relationship exists between motivation and Students‟ academic performance. Similarly, students‟ motivation
serves as a yardstick in predicting their performance.

Key Important
Points or Concepts 1. According to Campbell and Pritchard (1976) sees motivation as a series of psychological procedures that cause the initiation, direction, intensity and
that you have the persistence of actions.
learned from the
2. Fontana (1981) believed that, in the event of insufficient motivation to learn, the outcome of such learning will be unsatisfactory.
“Introduction”.
3. According to Wiegfield and Eccles (2011) believed that motivation is a multidimensional construct.
4. According to Pettinger (1996) takes a different view in defining motivation. To him, motivation is environmentally dependent. That is people‟s action
is tailored by environmental influences.
5. Campbell and Pritchard (1976) sees motivation as a series of psychological procedures that cause the initiation, direction, intensity and the persistence
of actions.
6. According to Denhardt et al. (2008) stressed that motivation is not observed directly. They pointed out that motivation is an inner feeling that makes
people act in a particular way to achieve a given goal and purpose.
7. According to Mahyuddin et al. (2009) examine emotional intelligence, achievement motivation and academic achievement among students of the
public institution.
8. According to Denhardt et al. (2008) views motivation as “what causes people to behave as they do”. To them, motivation sketches the achievement
and pursuit of goals
9. Wiegfield and Eccles (2011), To them, researchers in the field of motivation in learning agree that a learner engaging in any learning condition has to
answer three central questions: „Can I do this activity?‟, „Do I want to do this activity and why?‟, and „What do I need to do to succeed?‟
 10. Veena and Shastri (2013) conducted a study on achievement motivation among college students.

Statement of the
Problem or The main objective of this study is to assess the impact of motivation on the academic performance of University Sultan Zainal Abidin students. The precise
Research objectives include the following:
Objective/s
i. To find out the relationship between motivation and the academic performance of University Sultan Zainal Abidin students.

ii. Assesses the effect of motivation on the academic performance of University Sultan Zainal Abidin students.

Research Research Design

Methodology
A structured questionnaire on motivation was administered on 218 University Sultan Zainal Abidin students. The students were from the Faculties of Islamic
Contemporary Studies, Applied Social Sciences and Economic and Business Management. Data was analyzed using correlation analysis and a simple linear
regression.

General Population and Sample

The population of the study consists of 218 University Sultan Zainal Abidin students. The population consists of 114 male and 104 female respondents. The
participants were randomly selected from three faculties of the University. The Faculties are Islamic Contemporary Studies, Applied Social Sciences,
Economics and Business Management within Gong Badak Campus Kuala Terrenganu Malaysia.

Sampling Technique Used

Author neglects to mention

 Instrument/s Used

A structured questionnaire on Motivation was administered to randomly selected respondents. The questionnaire consists of two sections, demographic and
motivation section. The demographic section asks questions relating to the respondents while the motivational section solicits questions relating to the
objectives of the study. The questions in the questionnaire were on a five point likert scale ranging from 1 strongly disagree to 5 strongly agree. In all the
questionnaire consists of 22 items soliciting information from the respondents. The questionnaire was validated by experts in educational psychology to
ascertain its face, content, and construct validity. In determining its reliability, the Cronbach‟s alpha was used. The reliability value was found to be 0.770
which affirm the questionnaire as a reliable tool in measuring students‟ motivation. Below are questions used in evaluating students‟ motivation.

Location and Time of the Study

The study was conducted in University Sultan Zainal Abidin, Gong Badak. Kuala Terengganu, Malaysia.

Statistical Tools/Treatment

The demographic section asks questions relating to the respondents while the motivational section solicits questions relating to the objectives of the study. The
questions in the questionnaire were on a five point likert scale ranging from 1 strongly disagree to 5 strongly agree.

Key Findings Findings of the study revealed that a strong positive relationship exists between motivation and students‟ academic performance. This is because the r-value
(Results) from the correlation analysis is 0.667 revealing a strong link between the study variables. Similarly, results from the regression analysis indicated that
motivation serves as a good predictor of students‟ performance.

Conclusion/s Conclusively, the study revealed that University Sultan Zainal Abidin students‟ academic performance is having a positive relationship with their motivation
in learning. This means that for any increase in students‟ motivation, their academic performance will increase in the same direction. Additionally, the study
indicated that motivation serves as a good predictor of students‟ performance (GPA). That is motivation can serve as a yardstick to measure the expected level
of performance (GPA) of students. Therefore, lecturers/parents or guardians should find a means of motivating their students/children due to its effect in
boosting students' desire to learn. Similarly, the students should also find a way for rewarding themselves for accomplishing a set target.
However, further studies need to be conducted using a different sample that will include all the faculties within the institution. This will enable a more
generalization of the finding to the entire study population.
Recommendation/s

Author neglects to mention

After reading the

journal article, how
this paper related I learned a lot from reading this article, and I now realize just how much motivation affects every student at UNIVERSITY SULTAN ZAINAL. Students'
to your chosen academic performance will improve when their motivation increases.
topic?
After reading the
journal article, list 1. Does motivation work for kindergarteners?
down at least three
2. 2. What impact does motivation have on kindergarten pupils' efforts?
(3) questions that
comes into your 3. 3. How does using motivation impact students' growth and development in certain kindergarten programs in Quezon City?
mind that is related
to your selected
topics.
SELECTED TOPIC: The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings

JOURNAL ARTICLE 2
Title of the Journal
Ajzen, I., and Fishbein, M. (1977). Attitude–behavior relations: a theoretical analysis and review of empirical research. Psychol. Bull. 84, 888-918. doi: 10.
(APA format)
1037/0033-2909.84.5.888

Amthauer, R., Brocke, B., Liepmann, D., and Beauducel, A. (2001). Intelligenz Struktur-Test 2000 R [Intelligence-Structure-Test 2000 R].

Göttingen: Hogrefe. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychol. Rev. 64, 359–372. doi: 10.1037/h0043445

Baranik, L. E., Barron, K. E., and Finney, S. J. (2010). Examining specific versus general measures of achievement goals. Hum. Perform. 23, 155–172. doi:
10. 1080/08959281003622180

Ben-Eliyahu, A. (2019). A situated perspective on self-regulated learning from a person-by-context perspective. High Ability Studies. doi:
10.1080/13598139. 2019.1568828

Abstract
Achievement motivation is not a single construct but rather subsumes a variety of different constructs like ability self-concepts, task values, goals, and
achievement motives. The few existing studies that investigated diverse motivational constructs as predictors of school students’ academic achievement above
and beyond students’ cognitive abilities and prior achievement showed that most motivational constructs predicted academic achievement beyond intelligence
and that students’ ability self concepts and task values are more powerful in predicting their achievement than goals and achievement motives. The aim of the
present study was to investigate whether the reported previous findings can be replicated when ability self-concepts, task values, goals, and achievement
motives are all assessed at the same level of specificity as the achievement criteria (e.g., hope for success in math and math grades). The sample comprised
345 11th and 12th grade students (M = 17.48 years old, SD = 1.06) from the highest academic track (Gymnasium) in Germany. Students self-reported their
 ability self-concepts, task values, goal orientations, and achievement motives in math, German, and school in general. Additionally, we assessed their
intelligence and their current and prior Grade point average and grades in math and German. Relative weight analyses revealed that domain-specific ability
self-concept, motives, task values and learning goals but not performance goals explained a significant amount of variance in grades above all other predictors
of which ability self-concept was the strongest predictor. Results are discussed with respect to their implications for investigating motivational constructs with
different theoretical foundations.

Key Important
Points or Concepts
that you have 1. According to (Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). Achievement motivation energizes and directs behavior
learned from the toward achievement and therefore is known to be an important determinant of academic success .
“Introduction”.
2. According to (Murphy and Alexander, 2000; Wigfield and Cambria, 2010; Wigfield et al., 2016). Achievement motivation is not a single construct but
rather subsumes a variety of different constructs like motivational beliefs, task values, goals, and achievement motives.
3. According to (Steinmayr and Spinath, 2009; Kriegbaum et al., 2015). There is still a limited number of studies that investigated (1) diverse
motivational constructs in relation to students’ academic achievement in one sample and (2) additionally considered students’ cognitive abilities and
their prior achievement.
4. According to (Ajzen and Fishbein, 1977; Baranik et al., 2010). The importance of students’ achievement motives for math and German grades might
have been underestimated because the specificity levels of predictor and criterion variables did not match.
5. The aim of the present study was to investigate whether the seminal findings by Steinmayr and Spinath (2009) will hold when motivational beliefs,
task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria.
6. According to (Weiner, 1992; Pintrich et al., 1993; Wigfield and Cambria, 2010). This approach emphasizes the important role of students’ beliefs and
their interpretations of actual events, as well as the role of the achievement context for motivational dynamics.
7. Social cognitive models of achievement motivation (e.g., expectancy-value theory by Eccles and Wigfield, 2002; hierarchical model of achievement
motivation by Elliot and Church, 1997).
8. According to (Wigfield and Cambria, 2010). The literature on motivation constructs from these categories is extensive.
 9. According to the social cognitive perspective, students’ motivation is relatively situation or context specific (see Pintrich et al., 1993).
10. According to (McClelland et al., 1953). To gain a comprehensive picture of the relation between students’ motivation and their academic
achievement, we additionally take into account a traditional personality model of motivation, the theory of the achievement motive.

Statement of the
Problem or Achievement motivation energizes and directs behavior toward achievement and therefore is known to be an important determinant of academic success (e.g.,
Research Robbins et al., 2004; Hattie, 2009; Plante et al., 2013; Wigfield et al., 2016). Achievement motivation is not a single construct but rather subsumes a variety of
Objective/s different constructs like motivational beliefs, task values, goals, and achievement motives (see Murphy and Alexander, 2000; Wigfield and Cambria, 2010;
Wigfield et al., 2016). Nevertheless, there is still a limited number of studies, that investigated (1) diverse motivational constructs in relation to students’
academic achievement in one sample and (2) additionally considered students’ cognitive abilities and their prior achievement (Steinmayr and Spinath, 2009;
Kriegbaum et al., 2015). Because students’ cognitive abilities and their prior achievement are among the best single predictors of academic success (e.g.,
Kuncel et al., 2004; Hailikari et al., 2007), it is necessary to include them in the analyses when evaluating the importance of motivational factors for students’
achievement. Steinmayr and Spinath (2009) did so and revealed that students’ domain-specific ability self-concepts followed by domain-specific task values
were the best predictors of students’ math and German grades compared to students’ goals and achievement motives. However, a flaw of their study is that
they did not assess all motivational constructs at the same level of specificity as the achievement criteria. For example, achievement motives were measured
on a domain-general level (e.g., “Difficult problems appeal to me”), whereas students’ achievement as well as motivational beliefs and task values were
assessed domain-specifically (e.g., math grades, math self-concept, math task values). The importance of students’ achievement motives for math and German
grades might have been underestimated because the specificity levels of predictor and criterion variables did not match (e.g., Ajzen and Fishbein, 1977;
Baranik et al., 2010). The aim of the present study was to investigate whether the seminal findings by Steinmayr and Spinath (2009) will hold when
motivational beliefs, task values, goals, and achievement motives are all assessed at the same level of specificity as the achievement criteria. This is an
important question with respect to motivation theory and future research in this field. Moreover, based on the findings it might be possible to better judge
which kind of motivation should especially be fostered in school to improve achievement. This is important information for interventions aiming at enhancing
students’ motivation in school.
Research Research Design
Methodology
This study used a voluntary or ethical research design. Participants in ethical research must voluntarily participate; they cannot be forced.

General Population and Sample

A sample of 345 students was recruited from two German schools attending the highest academic track (Gymnasium). Only 11th graders participated at one
school, whereas 11th and 12th graders participated at the other. Students of the different grades and schools did not differ significantly on any of the assessed
measures. Students represented the typical population of this type of school in Germany; that is, the majority was Caucasian and came from medium to high
socioeconomic status homes. At the time of testing, students were on average 17.48 years old (SD = 1.06). As is typical for this kind of school, the sample
comprised more girls (n = 200) than boys (n = 145)

Sampling Technique Used

Author neglects to mention

Instrument/s Used

Students filled in the achievement motivation questionnaires first, and the intelligence test was administered afterward. Before the intelligence test, there was
a short break.

Location and Time of the Study

They conducted relative weight analyses to predict students’ academic achievement separately in math, German, and school in general.

Statistical Tools/Treatment
Statistical measures are used in making inferences, interpretations, conclusions, or generalizations of this study. After the retrieval of the online survey
checklist, responses of the students were tallied, tabulated, analyzed, and interpreted by the researchers using statistical tools such as percentage, mean, and
Chi-square test.
Key Findings
(Results) Descriptive Statistics and Intercorrelations
Table 1 shows means, standard deviations, and reliabilities. Tables 2–4 show the correlations between all scales in school in general, in math, and in
German. Of particular relevance here, are the correlations between the motivational constructs and students’ school grades. In all three domains (i.e., school
in general/math/German), out of all motivational predictor variables, students’ ability self-concepts showed the strongest associations with subsequent
grades (r = 0.53/0.61/0.46; see Tables 2–4). Except for students’ performance-avoidance goals (−0.04 ≤ r ≤ 0.07, p > 0.05), the other motivational constructs
were also significantly related to school grades. Most of the respective correlations were evenly dispersed around a moderate effect size of |r| = 0.30.
.
Conclusion/s
We conducted the present research to identify how different aspects of students’ motivation uniquely contribute to differences in students’ achievement. Our
study demonstrated the relative importance of students’ ability self-concepts, their task values, learning goals, and achievement motives for students’ grades
in different academic subjects above and beyond intelligence and prior achievement. Findings thus broaden our knowledge on the role of students’
motivation for academic achievement. Students’ ability self-concept turned out to be the most important motivational predictor of students’ grades above and
beyond differences in their intelligence and prior grades, even when all predictors were assessed domain-specifically. Out of two students with similar
intelligence scores, same prior achievement, and similar task values, goals and achievement motives in a domain, the student with a higher domain-specific
ability self-concept will receive better school grades in the respective domain. Therefore, there is strong evidence that believing in own competencies is
advantageous with the methodology, administered the project, and wrote, reviewed, and edited the manuscript. AW wrote, reviewed, and edited the
manuscript. MS performed the formal analysis, and wrote, reviewed, and edited the manuscript. BS conceived the study, and wrote, reviewed, and edited the
manuscript.

Recommendation/s
Author neglects to mention

After reading the

journal article, how I learned the value of students' ability self-concepts, their task values, their learning goals, and their achievement motives for students' grades in different
this paper related academic subjects above and beyond intelligence and prior achievement and expanded our knowledge on the role of students' motivation for academic
to your chosen achievement after reading this article. and I was aware that, even when all predictors were evaluated on a domain-specific basis, students' ability self-concept
topic? remained the most significant motivating predictor of their grades, outweighing variations in their intellect and prior grades.
After reading the
journal article, list 1. Is it possible to motivate young children in this way as well?
down at least three
2. What impact might motivation have on early childhood's achievement?
(3) questions that
comes into your 3. What are some potential strategies for motivating young children?
mind that is related
to your selected
topics.

SELECTED TOPIC: The Relationship between Academic Motivation and Academic Achievement of the Students.

JOURNAL ARTICLE 3
Title of the Journal Abootorabi, R., 2011. How can I improve the academic motivation of my students in an industrial high school? Procedia-Social and Behavioral Sciences, 15:
(APA format) 571-575.Available at: https://doi.org/10.1016/j.sbspro.2011.03.143.
Akbaba, S., 2006. Motivation in education. Journal of Kazım Karabekir Education Faculty, 13: 343-361.
Akçakanat, T. and Ö.L. Antalyalı, 2016. Do students need academic motivation and academic anxiety for success? Eurasian Academy of Sciences Social
Sciences Journal, 1: 27-38.
Aksayan, S., Z. Bahar, A. Bayık and A. Emiroğlu, 2002. Statistical methods for analyzing data. Research principles, processes and Methods in Nursing. I.
Erefe. (Eds). Istanbul: Odak Ofset. pp: 211-49.
Amrai, K., E.S. Motlagh, S.H. Azizi and H. Parhon, 2011. The relationship between academic motivation and academic achievement students. Procedia
 Social and Behavioral Sciences, 15: 399–402.Available at: https://doi.org/10.1016/j.sbspro.2011.03.111. Aslan, C., 2010. The views of the graduate students
in Turkish education programs on their academic self-efficacy. Journal of Faculty of Education, 10(19): 87-115.

Abstract The aim of this study is to investigate the relationship between academic motivation level and academic achievement of physical education and
sports students. The population of the study was composed of all students (n = 500) studying at Balikesir University. The sample consisted of a
total of 120 students who were educated in physical education and sports education. In the collection of data; Vallerand et al. (1992) developed the
Academic Motivation Scale (AMS) developed in Canada and a questionnaire that included the descriptive characteristics of the students developed
by the researchers. The scale consists of 28 items. Three intrinsic motivations, three extrinsic motivations and one amotivational dimension, each
of which consists of four sub dimensions, each with four items. As the subscales are evaluated separately, the result is that 28 of the values
obtained for each subscale are higher in individuals. The data were analyzed with non parametric analyses (Mann Whitney-U and Spearman
Correlation) because they did not show normal distribution. Type I error level was accepted as p <0.05. In the study, it was determined that the
students' academic motivation scores were above the middle. According to gender, there was no significant difference in terms of academic
motivation scale scores and sub-dimensions. The academic average score of women was higher than the score of men. Men's academic motivation
average score was higher than in women. When the academic achievement of the students in physical education and sports school increases, the
self-test scores of extrinsic motivation also increase.

Key Important
Points or Concepts 1. According to (Capa and Çil, 2000; Çakıroğlu and Işıksal, 2009). In many countries, the teaching profession, the way in which teachers are raised and
that you have their quality are questioned, and most teacher training programs aim to develop prospective teachers' beliefs about education.
learned from the 2. According to s (Vallerand et al., 1992; Deci and Ryan, 2000b; Vallerand et al., 2008). Academic motivation is an important concept in education
“Introduction”. because it produces motivational outputs. According to researchers, the concept of motivation has a larger degree of multi-faceted, non-cognitive
psychosocial structure, whereas academic motivation is a more specific concept, which is creative thinking skills and learning skills, students'
satisfaction from school and reasons for school attendance and doing homework. Their performance is related to cognitive, behavioral, and affective
training factors.
3. According to (Pintrich and Schunk, 2002). The concept of motivation is defined as “a process in which direct target activity is started and
maintained.”
4. According to (Bozanoğlu, 2004). “Creating a situation or a situation of all factors determining the degree of willingness to participate in an activity”.
The concept of motivation is defined as “the production of energy required for academic works.”
 5. According to (Peklaj and Levpušček, 2006). Motivation is the starting point for learning a lesson, mobilizes the student and contributes to the student
to perform what he / she should do during the school years.

Statement of the
Problem or The main purpose of the education systems is to educate the qualified manpower of that country and to give citizenship education to its citizens. In order to
Research achieve this, every educational system determines the human model it will be educated in the light of its educational philosophy and manpower policy, and
Objective/s organizes its educational activities according to this purpose. Education, which is one of the basic social institutions, is one of the main problems of all
societies. The main subject of this basic problem is undoubtedly the teachers. In many countries, the teaching profession, the way in which teachers are raised
and their quality are questioned, and most teacher training programs aim to develop prospective teachers' beliefs about education. In terms of evaluating the
degree to which these programs have reached their goals, the prospective teachers; besides the concepts such as selfness, attitude, learning strategies,
academic motivation, and academics, the concepts of self-efficacy have been investigated.

Research Research Design

Methodology
This descriptive study was conducted face to face to the students studying at School of Physical Education and Sports, Balikesir University between 1st
November 2016 and 15th January 2017.

General Population and Sample

The population of the study was composed of all students (n = 500) studying at Balikesir University Physical Education and Sports College in 2016-2017
academic year. The sample of the study consisted of 120 students who were educated in the physical education and sports teaching department, who were
permitted, reported, not attendable and agreed to participate in the study.

Sampling Technique Used

The scale consists of 28 items. Three intrinsic motivations, three extrinsic motivations and one amotivational dimension, each of which consists of
four sub dimensions, each with four items. As the subscales are evaluated separately, the result is that 28 of the values obtained for each subscale
are higher in individuals. The data were analyzed with non parametric analyses (Mann Whitney-U and Spearman Correlation) because they did not
show normal distribution.
 Instrument/s Used

Socio - demographic characteristics form and Academic Motivation Scale (AMS) were used for data collection. Socio-demographic characteristics form;
gender, age, class, place of life, type of family, income level, mother education, father education, the section is composed of questions about the socio -
demographic characteristics. Academic Motivation Scale (AMS) The validity and reliability study of Turkish, which was developed by Vallerand et al. In
Canada in 1992, was used in 2012 by Karagüven's Academic Motivation Scale (AMS). The scale consists of 28 items. It consists of a total of seven different
dimensions, each with four items, with three intrinsic motivations, three extrinsic motivations and one amotivational dimension. These are respectively;
Intrinsic motivation to know (IM-to know), Intrinsic motivation toward accomplishments (IM-to accomplish), Intrinsic motivation to experience stimulation
(IM- to experience stimulation), Extrinsic motivation identified (EM identified), Extrinsic motivation introjected (EM-introjected), Extrinsic motivation
external regulation (EM external regulation) and Amotivation dimensions.

Location and Time of the Study

The study was conducted in Balikesir University, School of Physical Education and Sports, Balikesir, Turkey.

Statistical Tools/Treatment

Independent variables of the study; gender, age, class, place of life, type of family, income level, mother education, father education, reading department,
dependent variable is the status of evaluation of academic motivation levels.

Key Findings
(Results) Academic motivation levels of students were found to be higher than the students in a study related to motivation and school climate relationship (Çelik et al.,
2017). In a study conducted on pre-service teachers, it was concluded that there was a high level of extrinsic motivation identified scores and a low level of a
motivation score. Chemistry teacher candidates had higher scores than males in the study of the relationship between motivation and academic achievement
(Eymur and Geban, 2011). In other words, this result shows that students who do not work in any job have high Intrinsic motivation toward accomplishments
and a high level of motivation. The mean academic score of the students (02.82 ± 0.41) was found to be significant (p ˂0.05) according to the academic
means, and a significant value was found in the extrinsic motivation introjected (EMI) sub-dimension. In our study, we can say that the students have no
desire to deal with any extracurricular activities and this does not negatively affect their willingness to succeed.
Conclusion/s In the study, it was determined that the students' academic motivation scores were above the middle. The students have the highest mean score in the
extrinsic motivation identified dimension and the lowest mean score in the motivation dimension. There was no significant difference in terms of academic
motivation scale scores and sub-dimensions according to the gender of the students of the Physical Education and Sports Teaching Department. According
to gender, the academic average score of women was higher than the academic average score of men. However, the mean score of academic motivation for
men was higher than women.
The arithmetic average of the a motivated dimension and Intrinsic motivation toward accomplishments dimension of the students who do not work in any
place is high and meaningful. The mean academic score of the students was (02.82 ± 0.41) and a meaningful value was obtained in the sub-dimension of
extrinsic motivation introjected according to their academic average. There is a low positive and significant correlation between academic achievement
score and extrinsic motivation introjected point.

Recommendation/s Author neglects to mention.

After reading the

journal article, how I gained a lot of knowledge and learnt a lot about my research topic of choice, which is motivation, after reading this article. However, now that I have an
does this paper idea, I'm a little less likely to undertake my own study. Additionally, this post is incredibly pertinent, trustworthy, and beneficial to my research.
relate to your
chosen topic?
After reading the
journal article, list 1. Is it possible to motivate young children in this way as well?
down at least three
2. What impact might motivation have on early childhood's achievement?
(3) questions that
comes into your 3. What are some potential strategies for motivating young children?
mind that is related
to your selected
topics.
 SELECTED TOPIC: Student Motivation — An Overlooked Piece of School Reform School Reform

JOURNAL ARTICLE 4
Title of the Journal
(APA format) Aronson, J., & Steele, C. M. (2005). Stereotypes and the fragility of academic competence, motivation, and self concept. In A. J. Elliott & C. S. Dweck
(Eds.), Handbook of competence and motivation (pp. 392-413). New York & London: Guilford Press.
Bandura, A. (1996). Social cognitive theory of human development. In T. Husen & T. N. Postlethwaite (Eds.), International Encyclopedia of Education
(2nd ed., pp. 5513-5518). Oxford: Pergamon Press.
Bridgeland, J. M., DiIulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.
Bridgeland, J. M., DiIulio, J. J., & Wulsin, S. C. (2008). Engaged for success. Washington, D.C: Civic Enterprises and Peter D. Hard Research Associates.
Eaton, M., & Dembo, M. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology,
89(3), 433- 440.

Abstract
The Covid-19 pandemic has changed our way of life and the education sector is one of the most affected by this global crisis. This study primarily aims to
determine the effects of the implementation of the Community Quarantine in Metro Manila to the students of Quezon City University, particularly the
manifestation of cabin fever. A total of 252 students participated in this study via online survey. The results show that the majority of the respondents
experience none to mild symptoms of cabin fever. No gender difference was seen on the effects of cabin fever among students, however most of the female
respondents agreed that they experience difficulty in concentrating and sudden food cravings. The study concludes that cabin fever is one of the many effects
of community quarantine and should not be neglected. Parents and educational leaders are encouraged to optimize home as a multipurpose learning
environment.

Key Important
Points or Concepts 1. Key Important Points or Concepts Should be numbered (just edit this sentence).
that you have 2. You need to give a minimum of five key concepts that you have learned in the introduction. Include the citation.
learned from the 3. According to Chall (1987) there are two general methods in teaching vocabulary, the direct teaching and meaningful context method.
“Introduction”. 4. Vocabulary instruction is effective when it includes visual, verbal, and physical support; therefore, physical scaffolding is critical in content-area
teaching (Dunston, 1992).
5. By means of hands-on inquiry instruction, students can develop context-based content knowledge together with language development. In other
words, combined with science activities, intentional and explicit vocabulary instruction can benefit student’s vocabulary and literacy development as
they learn science content (Lee et al., 2009; Beck & McKewon, 2007).
6. When a student combines science experiences with discussions of words’ uses and meanings, his vocabulary and content knowledge grow (Lee et al.,
2009; Beck & McKewon, 2007).
7. Literature and studies revealed the effectiveness of graphic organizers like the Frayer Model when it comes to vocabulary building and acquisition of
concepts (Wanjiru & O-Connor, 2015; Roe & Smith, 2012; Griffin & Tulbert, 2006; Hawk, 2006; Hill & Flynn, 2006; Howard & Ellis, 2005; Hall &
Strangman, 2002; Gagnon & Maccini, 2000).
8. Again, minimum of five and maximum of ten key concepts that you take away from the introduction of the paper, including citations.
9. It should be numbered, so simply follow or edit this (1 to 10)
10. Make sure that key important points are connected to your chosen topic.

Statement of the
Problem or In the midst of the Covid-19 pandemic, students from Local Colleges and Universities (LCUs) especially in Quezon City University (QCU) faced a hard time
Research to adjust to the so-called “New Normal”. Identifying the experiences of students during the lockdown and whether they experienced a cabin fever is very
Objective/s essential at this point, so that educational leaders and even parents may develop coping strategies and activities for them. Thus, this study primarily aims to
explore the effects of the
implementation of the Community Quarantine in Metro Manila among the students of Quezon City University.

Specifically, this study aims to determine if the students of Quezon City University manifest symptoms of cabin fever as a result of the implementation of the
Community Quarantine in Metro Manila; determine the effects of the implementation of the
Community Quarantine in Metro Manila among college students in terms of physical, mental, and psychological that leads to the manifestation of cabin fever
symptoms; identify the coping mechanisms used by the students to overcome the negative effects of the implementation of the Community Quarantine in
Metro Manila; determine the significant difference in self-reported symptoms of cabin fever among students of Quezon City University during the
implementation of the Community Quarantine in Metro Manila in terms of their gender; and based from the results, identify some interventions that may be
used by educational leaders and parents to help the students to overcome the effect of cabin fever during the pandemic.
Research Research Design
Methodology
Descriptive research design was employed in this study. Descriptive research is a type of research that is mainly concerned with describing the nature or
condition and the degree in the detail of the present situation.

General Population and Sample

The general population of this study refers to all college students of QCU who are officially enrolled during the Second Semester of the Academic Year
2019-2020. From a total of seven thousand one hundred seventy (7,170) students, a total of two hundred fifty-two (252) students participated and served as
the respondents of this study. The total sample size was obtained using the formula of Laurentina Paler-Calmorin and Melchor Calmorin (2012).

Sampling Technique Used

To obtain the sample respondents, the study employed the convenience non-random sampling techniques,
where in the sample is any group of individuals that is conveniently available to be studied. In this case, since the city is under community quarantine,
answering the survey checklist in a face-to-face manner is impossible, that is why whoever is available to answer the online survey checklist during the survey
period until the total number of respondents is achieved were considered to be the respondents of the study. Furthermore, before the respondent to be included
in the study, he or she must be a bonafide student of QCU during the Second Semester of the Academic Year 2019-2020, and to ensure the quality of data,
those completely filled out online survey checklists were considered for data analysis and interpretation.

Instrument/s Used

Since the intention of this study is to describe the existing situation without any attempt to influence it, this study
used a researcher-made survey checklist to determine whether the students’ manifest symptoms of cabin fever, their coping mechanism to overcome cabin
fever, and whether their responses are affected by their gender.

To determine the instrument’s validity, three experts from the field of education and psychology were asked to validate the form and content of the survey
checklist. Their comments and suggestions were reflected in the final form of the instrument. In addition, to test the instrument’s reliability, a total of fifteen
students who are not part of this study were asked to answer the online survey checklist and the results were subjected for a Cronbach’s alpha test. The results
show that the instrument is reliable having a Chronbach’s alpha value of 0.78.
 Location and Time of the Study

The study was conducted in Quezon City during the onset of the Covid19 pandemic and the implementation of the Community Quarantine in Metro Manila,
Philippines.

Statistical Tools/Treatment

Statistical measures are used in making inferences, interpretations, conclusions, or generalizations of this study. After the retrieval of the online survey
checklist, responses of the students were tallied, tabulated, analyzed, and interpreted by the researchers using statistical tools such as percentage, mean, and
Chi-square test.

Key Findings
(Results) This study revealed that both male and female college students in Quezon City University (QCU) experience the same level of symptoms of cabin fever,
which is from none to mild symptoms as revealed by the results of their self-reported assessment. And generally, both male and female students of Quezon
City University reported similar effects of community quarantine leading to cabin fever based on the results of their self-reported cabin fever symptoms
assessment. However, the study revealed a gender difference towards the associated effects of community quarantine that might lead to cabin fever in terms of
mental and psychological factors, such as having trouble or difficulty in concentrating and food cravings, where in most of the females agreed that they
experience having trouble or difficulty in concentrating and sudden food cravings during the implementation of the community quarantine as compared to
male respondents.
Conclusion/s
No gender difference was seen on the effects of cabin fever among students, however most of the female respondents agreed that they experience difficulty in
concentrating and sudden food cravings. The study concludes that cabin fever is one of the many effects of community quarantine and should not be
neglected.

Recommendation/s
It is highly recommended that parents and teachers should optimize home as a multipurpose environment for both learning and entertainment, encourage
students to read books especially those that they have missed out before or even re-read their favourite books, parents or teacher may also assigned schedules
for book or chapter reading, encourage the students to listen to music, watch educational TV shows or educational video online, teach the students to follow
certain schedules or develop a habit of dividing their time purposely, support virtual thematic discussions and group activities, encourage them to do some
 exercise and constantly remind them to look over with their health and diet. And lastly, whenever the symptoms of cabin fever become worst, it is encouraged
to consult with a health professional or a psychologist to help reduce anxiety and panic and overcome feelings of being alone or powerlessness.

The University through the Office of Students Affairs and Guidance, Testing and Placement Office and other related
offices should create a program to constantly monitor the physical and mental state of the students. In addition, activities
that will promote mental health awareness and wellbeing while the students are at home should be utilized also. Programs and
activities should be done online through zoom meetings or Google meet to name a few. And since, this study does not consider the nature of the students
either extrovert or introvert, it is highly recommended to conduct a similar study that focus on the effects of cabin fever to introvert and extrovert type of
students.

It was recommended for future researchers to consider studying the relationship of student’s personality types to the possible changes in behaviour that they
have experienced while they are in community quarantine.

After reading the

journal article, how I gained a lot of knowledge and learnt a lot about my research topic of choice, which is motivation, after reading this article. However, now that I have an
this paper related idea, I'm a little less likely to undertake my own study. Additionally, this post is incredibly pertinent, trustworthy, and beneficial to my research.
to your chosen
topic?
After reading the
journal article, list
down at least three 1. How do Early Childhood students in Quezon City University use the available technology / ICT in developing learning materials?
(3) questions that
2. How do Grade 1 students in District 2, Quezon City perform in the assessment given to them?
comes into your
mind that is related 3. What is the effect of Creative Pop-up books in developing reading skills of Grade 3 pupils in Pres. Corazon Aquino Elementary School.
to your selected
topics.
 SELECTED TOPIC: How Motivation Influences Student Engagement: A Qualitative Case Study.

JOURNAL ARTICLE 5
Title of the Journal
(APA format) Merriam, S. B. (2002). Introduction to qualitative research. In S. B. Merriam (Ed.), Qualitative research in practice: Examples for discussion and analysis.
San Francisco, USA: Jossey Bass.
Meyer, E. J. (2010). Transforming school cultures. Gender and Sexual Diversity in Schools, X, 121-139. http://dx.doi.org/10.1007/978-90-481-8559-7_7
Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., & Freeman, K., et al. (2000). Manual for the Patterns of Adaptive Learning Scales. Ann
Arbor, MI: University of Michigan.
Mitra, D. L., & Serriere, S. C. (2012). Student Voice in Elementary School Reform Examining Youth Development in Fifth Graders.American Educational
Research Journal, 49(4), 743-774. http://dx.doi.org/10.3102/0002831212443079
Munns, G., & Martin, A. J. (2005). It's all about MeE: A motivation and engagement framework. Paper presented at the Australian Association for Research
in Education Conference. Retrieved from http://www.aare.edu.au/05pap/mun05400.pdf

Abstract The authors use Ryan and Deci’s (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked
combined with Schlechty’s Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students’ different engagement
types. The study seeks to understand which type of motivation – intrinsic or extrinsic – is more closely aligned to authentic student engagement as identified
by Schlechty (2002, 2011). A qualitative research framework was adopted and data was collected from one elementary school class. According to Ryan and
Deci’s SDT, the majority of students who indicated that their motivation type was either intrinsic or integrated regulated motivation also demonstrated that
they were authentically engaged in their education (Schlechty, 2002, 2011). The students who preferred extrinsic motivation also showed ritual and retreatist
forms of engagement and students demonstrating both intrinsic and extrinsic motivation showed authentic, ritual, retreatist and rebellious engagement. In
line with findings by Zyngier (2008) in this particular study at least, when pedagogical reciprocity (Zyngier, 2011) was present, intrinsic motivation assisted
 authentic student engagement in learning, and that extrinsic motivation served to develop ritual engagement in students however, students who had both
types of motivation showed different types of engagement in their learning.

Key Important
Points or Concepts
that you have 1. According to (Schlechty, 2001; Woolfolk & Margetts, 2007). Together with motivation, engagement is viewed in the literature as very important for
learned from the enhanced learning outcomes of all students.
“Introduction”.
2. According to(Russell, Ainley & Frydenberg, 2005; Ryan & Deci, 2009). Motivation is seen as a prerequisite of and a necessary element for student
engagement in learning. Student engagement in learning is not only an end in itself but it is also a means to the end of students achieving sound
academic outcomes.
3. According to (Zyngier, 2008). This is important because authentic engagement may lead to higher academic achievement throughout student life.
4. According to (Schlechty, 2001). Newmann’s definition, like Schlechty’s, implies that students who are engaged are involved in their own learning.
For a truly engaged learner, the joy of learning inspires a persistence to accomplish the desired goals even in the face of difficulty.
5. Engaged students have the skills to work with others and know how to transfer knowledge to solve problems creatively. The most engaging work
allows for creativity, sparked curiosity, provided an opportunity to work with others, and produced a feeling of success. On the other hand, work that
is repetitive, requires no thought, or is forced on students (Bowen, 2003) leads to strategic or ritual compliance, retreatism or worse, rebellion
(Schlechty, 2011).
6. According to (Schlechty, 2001). Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible
delight in accomplishing their work.
7. According to (Bomia, Beluzo, Demeester, Elander, Johnson, & Sheldon, 1997, p. 294). Student engagement also refers to a “student's willingness,
need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding.
8. According to (Bowen, 2003; Newmann, 1992, 2001; Schlechty, 2001, 2011). This study was designed to understand students’ perceptions about their
own motivation type and how this may influence and impact on student engagement. Students respond differently to intrinsic and extrinsic
motivation and each motivation type results in a different form of engagement in and with their learning.
 9. According to Russell et al. (2005). The researchers sought to determine the impact of student’s perceptions of their preferred motivation typeonthe
students’ engagement levels.
10. According to Murray, Mitchell, Gale, Edwards and Zyngier (2004) the middle years of schooling for the past 20 years has become a significant
research area in Australia.

Statement of the The authors use Ryan and Deci’s (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked
Problem or combined with Schlechty’s Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students’ different engagement
Research types. The study seeks to understand which type of motivation – intrinsic or extrinsic – is more closely aligned to authentic student engagement as identified
Objective/s by Schlechty (2002, 2011).

Research Research Design

Methodology
A qualitative research framework was adopted and data was collected from one elementary school class.

General Population and Sample

this research was interested in getting the students’ perceptions about intrinsic and extrinsic motivation and engagement, the aim was to get in depth
information from students, one class or grade of grades five and six students (n=24) between the ages of 11 to 13 was chosen as an instrumental case study
or “bounded case” (Creswell, 2007, p. 74). The classroom setting was representative of the school diversity; a composite class of grade five and grade six
students (n=24) composed of girls (n=11) and boys (n=13).

Sampling Technique Used

Purposive sampling was used to select participants of interest to provide information regarding the research questions (Kemper, Stringfield & Teddlie,
2003). In purposive sampling, participants are selected on some “predetermined criteria” (p. 58) in this case the responses to the PALS survey to ascertain
their type of engagement based on Schlechty’s framework (2002).
 Instrument/s Used

The qualitative study gives a detailed description highlighting and centering the participants’ voices (Gay, Mills & Airasian, 2006) in the research through
narrative analysis to report on the findings. By using multiple interactive methods (Creswell, 2003) including student surveys and student focus groups,
detailed and triangulated information was produced, as the student focus groups asked the participants in more detail the same questions as in the surveys
which served to confirm their previous written responses.

Location and Time of the Study

Happy Dale Primary School (a pseudonym), a suburban co-education state primary school of Melbourne.

Statistical Tools/Treatment

Author neglects to mention.

Key Findings
(Results) The survey results show that only two students were extrinsically motivated in the classroom. Both students were in grade five. The survey responses of both
these students showed that their preferred motivation type was external regulation and introjection forms of extrinsic motivation (Ryan & Deci, 2000) as they
only wanted to get good scores in their test results with their focus on getting high marks and approval from parents and teachers. They however were not
interested in learning new things.
Survey responses showed that eight students indicated elements of being both intrinsically and extrinsically motivated. All the students in this group wanted
to learn new skills and concepts in their class room and enjoyed doing challenging class work. Moreover, all of them showed that they asked for help when
they needed it, offered support to their classmates and enjoyed doing group activities. However, they also wanted to have good marks and grades in class as
compared to other students. As their survey responses are equally divided into intrinsically and extrinsically motivating items it is difficult to say that they
were more inclined towards intrinsic or extrinsic motivation as a preferred way of learning. The responses of these students showed that they exhibited
elements of introjection, integrated regulation and intrinsic motivation (Ryan & Deci, 2000). Four students from this group were selected for the focus group
interviews.
Students’ focus group interviews were conducted to compare and contrast their survey responses, to better understand their perceptions of their motivation
type and how this affected their engagement in learning. Evidence from student observation in the classroom learning environment during data collection and
the student focus group responses indicate that the majority of the students were committed to and engaged in their learning. This reflects the behavioural
 and cognitive engagement in their survey responses. This finding is consistent with Willms (2003) who concluded that there are many students who are
engaged in their studies, regularly attend their classes and many schools are very effective in promoting student engagement. However, it was observed that
different levels of engagement as proposed by Schlechty (2002) could vary from student to student and sometimes in the responses of the same student.

Conclusion/s
Researchers in motivation and engagement have made an important contribution to the field of education by highlighting the importance of motivation and
engagement in the learning process. They also have pointed out the ways in which students’ intrinsic and extrinsic motivation and engagement can influence
their learning outcomes. Motivation guides learners’ interest into important learning activities. It is therefore the teacher’s task to design work that motivates
their students “…to realize their potential by engaging them in intellectually challenging learning experiences” (Krause et al., 2006, p. 267). Teachers should
know how to and are responsible for the design of such academic activities which will authentically and productively engage students in their learning.
Learning that combines this authentic work has been termed pedagogic reciprocity (Zyngier, 2011), where teachers and students are learning with and from
each other.
Motivation and engagement are important factors that guide behavior and as a result, it is very important for teachers to understand and use this knowledge
in their teaching. By knowing how intrinsic and extrinsic motivations and engagement relate to students and their learning, the teacher is well placed to
provide a more supportive environment for student learning and their own teaching (Marsh, 2000).
The results of this study will help teachers and teacher educators to use different strategies effectively to intrinsically and extrinsically motivate their
students in order to enhance their engagement in learning to achieve the best possible student academic and social outcomes.

Recommendation/s
Author neglects to mention.

After reading the

journal article, how I gained a lot of knowledge and learnt a lot about my research topic of choice, which is motivation, after reading this article. However, now that I have an
this paper related idea, I'm a little less likely to undertake my own study. Additionally, this post is incredibly pertinent, trustworthy, and beneficial to my research.
to your chosen
topic?
After reading the
journal article, list 1. How do Early Childhood students in Quezon City University use the available technology / ICT in developing learning materials?
down at least three
2. How do Grade 1 students in District 2, Quezon City perform in the assessment given to them?
(3) questions that
comes into your
mind that is related 3. What is the effect of Creative Pop-up books in developing reading skills of Grade 3 pupils in Pres. Corazon Aquino Elementary School.
to your selected
topics.

SUBMITTED BY: PANTAN, JAN ANTONETTE S.

COURSE/YEAR/SECTION: BECEd - 1A

SUBJECT: THE CHILD AND ADOLESCENT DEVELOPMENT

SUBMITTED TO: Randel D. Estacio, PhD

Professor

DATE SUBMITTED: DECEMBER 06, 2022