Aceron, Kim Ronald P. <br/><br/>
Course mismatch :  self-efficacy and intrinsic motivation of first year college students of Cavite State University Indang, Cavite / 
by Kim Ronald P. Aceron, Kristine Chaela P. Babano, Francis Glenn H. Noceda. 
 - Indang, Cavite :  Cavite State University- Main Campus,  2019. 
 - xiii, 85 pages :  illustrations ;  28 cm. 
<br/><br/> Thesis (Bachelor of Science in Psychology) Cavite State University 
<br/><br/>Includes bibliographical references. 
<br/><br/>College of Arts and Science (CAS).  College of Arts and Science (CAS). 
<br/><br/> ACERON, KIM RONALD P., BABANO, KRISTINE CHAELA P., and NOCEDA,<br/>FRANCIS GLENN H. Course Mismatch: Self-efficacy and Intrinsic Motivation of First<br/>Year College Students of Cavite State University, Indang, Cavite. Undergraduate Thesis.<br/>Bachelor of Science in Psychology, Cavite State University, Indang, Cavite. June 2019.<br/>Adviser: Ana Ruth M. Andalajao, RPm.<br/><br/>This study was primarily conducted to provide insights to students who might still.<br/>be second-guessing if they should pursue the course, they are in. Also, this is a pioneering<br/>study of the possible influence of the K to 12 system to the college experience of students.<br/>The first batch of K to 12 graduates enrolled in CVSU were categorized into three: (l) strand-<br/>course matched, (2) strand-course mismatched and satisfied, (3) and strand-course mismatched and dissatisfied. This study identified whether there is a significant difference<br/>between the level of self-efficacy and intrinsic motivation between these groups. This study utilized a descriptive-comparison design. Three hundred sixty-eight<br/>(368) participants selected through cluster random sampling and simple random technique.<br/>Self-efficacy Rating Scale lifted from Rupido and Nuestro (2016) and Intrinsic Motivation<br/>Inventory adapted from Ryan and Deci (2000) were used.<br/>Results revealed that the level of self-efficacy and level of intrinsic motivation of<br/>the students who were strand-course matched and strand-course mismatched and satisfied had<br/>a significant difference from the students who were strand-course mismatched and<br/>dissatisfied. Both groups of students who were strand-course matched and strand-course<br/>mismatched and satisfied had high level of self-efficacy and intrinsic motivation, while.<br/>students who were strand-course mismatched and dissatisfied had an average level of self-efficacy and intrinsic motivation. Therefore, this study concluded that they should continue<br/>their course even though they are mismatched because the time, effort, and resources they<br/>have spent during the previous semester would just be wasted. It would also take them longer<br/>to finish college if they shift courses. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Motivation (Psychology)<br/>Motivation in education<br/>Students--Psychology
<br/><br/><label>Dewey Class. No.: </label>153.8  / Ac3 2019