Gender difference in the achievement motivation of BS Psychology students of Cavite State University- Main Campus AY 2005 - 2006 /
by Paul Mark M. Feranil.
- Indang, Cavite: Cavite State University- Main Campus, 2006.
- x, 48 pages: illustrations ; 28 cm.
Thesis (BS Psychology) Cavite State University.
Includes bibliographical references.
College of Arts and Sciences (CAS) College of Arts and Sciences (CAS)
ERANIL, PAUL MARK M. Gender Difference in the Achievement Motivation of BS Psychology Students of Cavite State University — Main Campus, AY 2005 — 2006. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State University, Indang, Cavite. April 2006 Adviser: Mary Grace M. Rodrin. This study attempted to find out the gender differences of BS Psychology students in their achievement motivation in terms of achievement goals, school ability beliefs, and causal attribution of academic success and failure in the academic year 2005 — 2006. It was conducted during November 2005 until February 2006 employing 11 Factor Model of Academic Achievement Goal Questionnaire with a total of 74 respondents, 37 males and 37 females, in different year levels of the program. Based on the results it was found that there were no significant difference between male and female respondents' academic achievement goals, school ability beliefs and majority of the factors of causal. attribution of academic .success and failure (ability, knowledge, effort, and teacher). Female students have a greater tendency to consider luck as the cause of their academic .success. and failure. Mastery approach goal and sure and unsure school ability beliefs were found to have no significant relation. It was also found out that there were significant relation between mastery avoidance goal and unsure school ability belief. Likewise, performance approach goal and performance avoidance goal showed no significant relations with sure and unsure school ability beliefs. Furthermore, mastery approach goal was found to have significant relation with internal factor ability of causal attribution to academic success and failure but was not significantly related with internal factors knowledge and effort and external factors luck and teacher. Mastery avoidance goal have no significant relation with internal factors of causal attribution but was found to have a significant relation with external factor teacher. This indicated that student-respondents believed that both controllable and uncontrollable factors affect their academic success and failure. Performance approach goal has significant relation with internal factors ability and effort. However, it has no significant relation with internal factor knowledge, the cause of which students pursuing performance goal believed that intelligence is a fixed entity which could not alter their academic success and failure. With regards to external factors, performance approach goal was found to have no significant relations with both luck and teacher.