Motivation on the

Adversity Quotient and

Self Reliance of Senior
High School Students
of Union Christian
College
Background Of The Study
 Motivation is the reason for people's actions, desires, and needs. Motivation is also one's direction to
behaviour, or what causes a person to want to repeat a behaviour. A motive is what prompts the
person to act in a certain way, or at least develop an inclination for specific behaviour. An adversity
quotient (AQ) is a score that measures the ability of a person to deal with adversities in his or her life.
Hence, it is commonly known as the science of resilience. Self-reliance is the capacity to rely on one's
own capabilities, and to manage one's own affairs; independence.
 First, motivation at school, or academic motivation, is very vital on the everyday life of a student for it
is the driving force for them to study harder. Second, the Adversity Quotient, which is the capacity of
a person to cope up with their adversities or problems in life. Lastly is the Self-reliance, which is the
ability of the person to rely on his self. Alongside with the general objective in this study, to determine
the impact of Motivation on the Adversity Quotient and Self-reliance of the respondents, it focuses on
three important variables, the Motivation, Adversity Quotient and Self-reliance, which will be
measured through the authorized and adopted tests provided by the researchers. This study was
conducted to the said respondents since most of them are experiencing more hardened school
works compared to the lower year levels.
 Motivation may be described into two broad categories such as extrinsic and intrinsic motivation.
Intrinsic and extrinsic motivations are contextual and change overtime. They vary with situations.
 There are four sub-components of the AQ®. The sum of the four scores is the person's Adversity
Quotient (AQ®). The four sub-components are Control, Ownership, Reach, and Endurance,
represented by CO2RE. Although they may be intercorrelated, they measure very different aspects
of AQ®. Where C is the amount of perceived control one has over an adverse event or situation. O
is the degree to which an individual is willing to own the outcome of adversity, the extent to which
the person owns, or takes responsibility for the outcomes of adversity or the extent to which the
person holds himself or herself accountable for improving the situation. R is a reflection of how far
the adversity reaches into other aspects of an individual’s life or the degree to which impacts
other areas of life positively or negatively. E is the measure of endurance, which assesses how long
the adversity and its causes and effects will last in one’s life or the perception of time over which
good or bad events and their consequences will last or endure.
 Adversity is a part of the educational life of students and teachers in Nigeria. An individual’s
response to adversity may be determined by personal characteristics and environmental factors.
Studies conducted by Stoltz (2010) showed that one’s response to adversity is formed through the
influence of parents, teachers, peers, and other key people. Furthermore, people’s response to
adversity can be interrupted and permanently changed, due to some factors. Studies, particularly
the study by Dweck (2012) have shown that responses to adversity are learned. Thus discovering
and measuring AQ® and factors that influence it allows one to understand how and why some
people consistently exceed the predictions and expectations of their natural intellectual ability.
Theoretical Framework
 The research was guided by the following theories that provide the academic
substance of this study and serve as the backbone of the research.
 First, is the Cognitive Evaluation Theory which further explains the relationship between
intrinsic and extrinsic motivation. This theory is useful for determining extrinsic motivation,
which decreases autonomy and reduces intrinsic motivation implicate to the
classroom.
 Another is the Attribution Theory, it is a framework to explain why people do what they
do. It stated that people seek causal factors that allow them to maintain a positive self-
image, and it is these attributions that determine an individual's motivation to repeat
behaviours. This theory is also useful in this study as it gives awareness to the
respondents for motivate their behaviours well and to prevent error or bad
performance in the future.
 Lastly, is the Goal-related theory, this theory is useful in order to direct the respondents
in their personal, educational and professional life goals. This can be clear, challenging
or achievable. It discusses the motivation to set goals rather than imposing it. It is more
likely to work harder in order to achieve the set goals.
 These three theories served as the framework of this study as a guide in the motivation
on the adversity quotient and self-reliance of SHS of Union Christian College.
 INPUT PROCESS OUTPUT

1. Analysis of the:
a. Profile of the
1. Profile of the
Respondents along
Respondents along;
age, sex, year level,
a. Age
types of community
b. Sex
living, and parental Motivation on the
c. Year Level
guidance Adversity Quotient
d. Types of
community 2. Significant and Self-reliance of
living relationship of the SHS of Union
e. parental guidance Respondents and their Christian College
Adversity Quotient
2. Status of Adversity
measured by CORE.
Quotient of the
Respondents (CORE)

FEEDBACK
Figure 1
The Research Paradigm
Statement Of The Problem
 This study aimed to determine the level of Motivation on the Adversity Quotient
and Self-reliance of SHS of Union Christian.

 Specifically, it sought to the following questions.
 Profile with the respondents along ;

 Age
 Sex
 Year Level
 Types of Community Living
 Parental Guidance
 Status of Adversity Quotient of the Respondents (CORE)
Hypothesis

 There is a proportional distribution of the respondents along the sex,

HEAP, socio economic status, OP, size of the family and the birth
order.
 The respondents have a high academic performance.
 There is no significant relationship between the profile of the
respondents and their Adversity Quotient.
Methods
This section deals with the research method employed by the researcher. This includes
the research design, participants of the study, data gathering tools and procedures and
data management.
 Research Design
 The study used the descriptive developmental research design. Descriptive research is
used to describe the variables and result of the study regarding of Motivation on the
Adversity Quotient and Self-reliance of SHS of Union Christian College because the
gathered data serve as basis for formulating of the training design.
 According to Wikipedia descriptive research is use to describe characteristics of
a population or phenomenon being studied.
 Descriptive research is valuable in providing facts on which scientific judgmental
may be used; providing knowledge about the nature of person or object for close
observation into the practices behaviour, methods, and procedures.
 Correlation design establishes relationship between variables with which this
study had observed for better understanding and analysis of the phenomenon at
hand. Finally survey technique was use because a questionnaire was administered
individually to the participants. This was to obtain the data essential in the study.
 Participants of the Study
 The participants of the study were the Grade 11 and 12 students in a school in San
Fernando La Union named Union Christian College. UCC have many students which made
the school questions/survey how student trust themselves and what should be the effective
way to motivate them.
 Data Gather Tool and Procedures
 This study used one type of tool to gather the information needed. The only tool that
we used was the questionnaire which measures the Adversity Quotient of the respondents.
 The researcher requested permission through a formal letter from the Schools
Division Superintendent to conduct the study. The questionnaire was distributed to the
teachers through their school heads. The retrieval of the questionnaire was done in the
same manner as in administering them.
 As the research gathered the questionnaires from the respondents, we interviewed
them regarding their points of view on the impact of motivation on the quotient adversity
and their self-reliance then recorded for their responses to be able to review the
information given.
 Data Management
 To address the sub-problem raised which dealt on the profile of the respondents in
terms of age, sex, year level, types of community living and parental guidance. Weighted
mean and averages were used to measure the quotient adversity of the respondents. The
study of Paul Stoltz were applied to deal with the significant relationship between the
profile and the status of quotient adversity of the respondents.
References
 https://www.peaklearning.com/documents/PEAK_GRI_bakare2
 http://stitchestm.blogspot.com/2007/09/adversity-quotient-aq-emerging.html
 https://www.simplypsychology.org/attribution-theory.html
 http://www.butler-bowdon.com/abraham-maslow---motivation-and-
personality1.html
 https://gianfrancoconti.wordpress.com/2015/07/27/eight-motivational-theories-
and-their-implications-for-the-foreign-language-classroom/
 https://www.peaklearning.com/documents/PEAK_GRI_cornista-macasaet.pdf
 https://www.simplypsychology.org/attribution-theory.html
 http://study.com/academy/lesson/self-determination-cognitive-evaluation-
theories-employee-motivation.html
 https://wikispaces.psu.edu/display/PSYCH484/6.+Goal+Setting+Theory
