Abstract

Students in higher education are more sensitive and aware of their self-esteem as well as their motivation in learning. This study examined the level of self-esteem among college students and their motivation, as well as the underlying relationship between the two. The study employed a descriptive-correlational research design with 300 students from a local higher education institution in Philippines, who were conveniently sampled during the academic year of 2023-24. To obtain the essential data from the respondents, two structured instruments were used. The gathered data were then subjected to descriptive (frequency, percentage, mean, and standard deviation) and inferential (Analysis of Variance, Pearson-r and Linear Regression) analysis. Results revealed that students have a moderate level of self-esteem, accompanied by a general sense of motivation in various aspects of student motivation. Statistical analysis also revealed variance in terms of intrinsic motivation (by year level) and control of learning beliefs (by college and GPA). Substantial evidence of a relationship was also found between self-esteem and student motivation, wherein test anxiety was identified as a viable predictor of the respondents' self-esteem. The study concluded that self-esteem has a positive relationship with student motivation. Lastly, this investigation suggested some relevant implications.

Keywords

References

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