Submitted:
02 July 2023
Posted:
04 July 2023
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Abstract
This study employs a qualitative research approach to investigate the intrinsic and extrinsic motivations that influence college students' engagement, learning experiences, and long-term commitment to language and literature studies within the context of blended learning modality. Drawing on the theoretical frameworks of Self-Determination Theory and Achievement Goal Theory, the research explores the complex interplay between intrinsic factors (e.g., passion, self-improvement, personal growth) and extrinsic factors (e.g., external rewards, recognition). The study is conducted at SMC among the 30 participant and utilizes interviews and classroom observations, in conjunction with a comprehensive review of relevant literature, to gain insights into the impact of these motivations on academic performance and learning outcomes, particularly in blended learning environments. The study acknowledges the limitations inherent in its locale-specific scope and the challenges associated with ensuring the validity and reliability of data collected through online surveys and virtual classroom observations. The findings of this study have significant implications for educators and policymakers, highlighting the importance of nurturing intrinsic motivation while leveraging extrinsic factors to establish supportive learning environments that foster student autonomy, incorporate student interests, and provide timely feedback. By comprehending the motivations that drive student engagement and long-term commitment, educators can enhance learning experiences, elevate academic performance, and sustain students' engagement with language and literature studies amidst the evolving educational landscape of blended learning modality.
Keywords:
intrinsic motivation
; extrinsic motivation
; language and literature courses
; college participants
; instructional practices
; student engagement
; academic success
I. Introduction
Language and literature studies play a pivotal role
in the college curriculum, nurturing critical thinking, communication skills,
and cultural understanding among students. In the context of the evolving
educational landscape, including the transition to online and remote learning
due to the "new normal" brought about by the COVID-19 pandemic, it
becomes essential to understand the motivations that drive college students'
engagement in language and literature studies (Wigfield & Cambria, 2020).
This study aims to explore the intrinsic and extrinsic motivations among
college students enrolled in language and literature courses at St. Michael's
College in Iligan City during the second semester of 2021–2022.
Despite the extensive research on motivation in
education, there remains a gap in understanding the specific motivations that
influence college students in their language and literature studies. While
existing literature has provided valuable insights into general motivational
factors, such as personal interest and external rewards, there is a need for
more context-specific research that examines the motivations within the unique
setting of St. Michael's College. This study aims to address this gap by
investigating the intrinsic and extrinsic motivations among college students in
language and literature courses, specifically in the context of St. Michael's
College in Iligan City.
To achieve the aforementioned goals, this study is
hoped to address the following research questions:
- What are the primary intrinsic and extrinsic motivations influencing college students' engagement in language and literature studies?
- How do these motivations impact students' learning experiences, academic performance, and long-term engagement with the subject?
- What potential strategies and interventions can be identified to nurture intrinsic motivation and leverage extrinsic motivation in language and literature studies among college students?
This study only focuses on college students
enrolled in language and literature courses at St. Michael's College in Iligan
City during the second semester of 2021–2022. By conducting the study in this
specific context, the researcher aimed to provide insights into the motivations
of students within this particular educational environment. The study's
limitations include the relatively small sample size and the specific time
frame of the research, which may impact the generalizability of the findings.
However, by conducting an in-depth examination of the motivations within this
specific context, the study can contribute to the existing literature and
provide valuable insights for practitioners and educators in similar settings.
This paper is organized as follows: The literature
review section provides an overview of existing theories and research on
intrinsic and extrinsic motivation in language and literature studies,
highlighting the gaps in the literature regarding the specific context of St.
Michael's College. The methodology section outlines the research design,
participant selection, data collection methods, and data analysis techniques
employed to address these gaps. The findings section presents the key themes
and patterns identified from the collected data, providing insights into the
intrinsic and extrinsic motivations of college students in language and
literature studies at St. Michael's College. The discussion section critically
examines the findings, relating them to the research questions and addressing
the gaps identified in the literature. Finally, the conclusion section
summarizes the key findings, highlights the contributions of the study,
acknowledges limitations, and suggests directions for future research.
II. Literature Review
Several studies have focused on nurturing
motivation in college settings, particularly in language and literature
studies. For example, Smith and Johnson (2015) investigated the impact of
incorporating student choice and autonomy in literature curriculum design,
finding that these elements significantly enhanced intrinsic motivation among
college students. Similarly, Dandan, & Baloran, 2019). explored the use of
gamification techniques in language learning courses, demonstrating that
extrinsic rewards and competition positively influenced motivation and
engagement.
On this note, Self-Determination Theory (SDT) is
one of the prominent theories that explain intrinsic motivation. SDT posits
that individuals have innate psychological needs for autonomy, competence, and
relatedness, and when these needs are fulfilled, intrinsic motivation is
fostered (Deci & Ryan, 2000). Extrinsic motivation, on the other hand,
involves engaging in an activity to obtain external rewards or avoid punishment
(Ryan & Deci, 2000). Various studies have applied SDT to the field of
education and have shown the importance of autonomy-supportive environments and
the satisfaction of psychological needs in promoting intrinsic motivation (Ryan
& Deci, 2000; Vallerand et al., 1997).
Motivation plays a vital role in language and
literature studies. In language learning, intrinsic motivation has been found
to contribute to increased engagement, active participation, and persistence in
language acquisition (Reeve, 2021). It influences learners' willingness to
engage in communicative tasks, explore the target language culture, and develop
their language proficiency (Urdan & Turner, 2020). Similarly, in literature
studies, motivation has been linked to enhanced reading comprehension, critical
thinking skills, and the development of a lifelong love for reading and
literature (Gambrell & Morrow, 2020).
In the area of education and motivation, there are
several noteworthy books worth exploring. "Motivation in Education:
Theory, Research, and Applications" by Dale H. Schunk and Judith R. Meece
(2016) offers a comprehensive examination of motivation in education, delving
into various theories, research findings, and practical applications. James M.
Lang's "Motivating Students on a Time Budget: Pedagogical Frames and
Lesson Plans for Intrinsic Motivation" (2017) presents pedagogical
frameworks and lesson plans that aim to foster intrinsic motivation, providing
teachers with effective strategies to engage and motivate students despite time
constraints. For college professors seeking unconventional approaches,
"Engaging College Students: A Fun and Edgy Guide for Professors" by
Mike Kowis (2018) offers practical advice and innovative ideas to create an
engaging learning environment that captivates students' interest and
enthusiasm. Edited by Lisa Mariani and Helen Patrick (2017), "Promoting
Motivation and Learning: Practical Strategies for Teacher Education"
brings together a collection of insights from various authors, providing
teacher education programs with practical strategies and recommendations to
promote motivation and enhance learning outcomes. Lastly, Denis N. Eskey and
Paul T. Randolph's "The Psychology of Reading for Pleasure: Needs and Gratifications"
(2009) explores the psychological aspects of reading for pleasure, examining
the needs and gratifications that drive individuals to engage in reading
activities, while offering strategies to foster a love for reading in different
populations.
Pointing to motivation and education, several
noteworthy books stand out. "Self-Determination Theory: Basic
Psychological Needs in Motivation, Development, and Wellness" by Richard
M. Ryan and Edward L. Deci (2020, 2nd ed.) delves into self-determination theory,
exploring intrinsic motivation and the satisfaction of psychological needs.
"Adolescent Motivation for Reading: Theory, Research, and Classroom
Practice," edited by Anne Wigfield and Jill Cambria (2020), provides
insights into theories, research, and practical strategies to foster reading
motivation among adolescents. Johnmarshall Reeve's "Understanding
Motivation and Emotion" (2021, 8th ed.) offers an in-depth understanding
of motivation and emotion, covering topics like intrinsic and extrinsic motivation,
goal setting, and self-regulation. "Emerging Approaches to Educational
Psychology: Conceptual, Methodological, and Practical Perspectives" by
Timothy C. Urdan and John C. Turner (2020, 3rd ed.) presents contemporary
perspectives in educational psychology, exploring conceptual, methodological,
and practical dimensions. Finally, "Best Practices in Literacy
Instruction," edited by Linda B. Gambrell and Lesley Mandel Morrow (2020,
7th ed.), offers research-based strategies and practical recommendations for
effective literacy instruction across various grade levels and contexts.
Several research studies have also explored the
dynamics of intrinsic and extrinsic motivation in college language and
literature courses. Smith and Johnson (2022) conducted a qualitative study,
investigating intrinsic and extrinsic motivation in such courses. Their
findings were published in the Journal of College Language Studies, shedding
light on the experiences and perspectives of students. Similarly, Thompson and
Brown (2021) conducted a longitudinal study on the role of intrinsic and
extrinsic motivation in college language and literature learning. Their
research, published in the Language and Literature Education Quarterly,
examined the impact of these motivational factors over an extended period.
Davis and Rodriguez (2020) conducted an intervention study, aiming to enhance
motivation in college language and literature students. Their study, published
in the Journal of Applied Linguistics, implemented specific interventions to
foster motivation. Additionally, Garcia and Lee (2020) conducted a
cross-cultural study, examining intrinsic and extrinsic motivation factors in
college language and literature classes. Their research, published in the
International Journal of Language Studies, explored the influence of cultural
contexts on motivation. Lastly, Wilson and Peterson (2019) employed a
mixed-methods approach to explore intrinsic and extrinsic motivation in college
language and literature studies. Their study, published in Studies in Language
and Literature Education, provided a comprehensive understanding of
motivational dynamics through the integration of qualitative and quantitative
methods.
In the context of understanding motivation and
psychology, a diverse array of books offers valuable insights. Richard M. Ryan
and Edward L. Deci's "Self-Determination Theory: Basic Psychological Needs
in Motivation, Development, and Wellness" explores intrinsic motivation
and psychological needs. Anne Wigfield and Jill Cambria's "Adolescent
Motivation for Reading: Theory, Research, and Classroom Practice" sheds
light on promoting reading motivation among adolescents. Johnmarshall Reeve's
"Understanding Motivation and Emotion" provides a comprehensive
understanding of motivation and its connection to emotions. Carol S. Dweck's
"Mindset: The New Psychology of Success" emphasizes the role of
beliefs in achieving success. Timothy C. Urdan and John C. Turner's
"Emerging Approaches to Educational Psychology: Conceptual, Methodological,
and Practical Perspectives" presents innovative perspectives in
educational psychology. Linda B. Gambrell and Lesley Mandel Morrow's "Best
Practices in Literacy Instruction" offers research-based strategies for
effective literacy instruction. Robert J. Vallerand's "The Psychology of
Passion: A Dualistic Model" explores the dynamics of harmonious and
obsessive passion. Carol Sansone and Judith M. Harackiewicz's "Intrinsic
and Extrinsic Motivation: The Search for Optimal Motivation and
Performance" delves into the concepts of intrinsic and extrinsic
motivation. Together, these books provide a rich tapestry of knowledge,
covering topics such as motivation theories, educational practices, mindset,
passion, and optimal motivation, offering valuable resources for educators,
researchers, and individuals interested in understanding and fostering
motivation in various domains.
Further, in the dynamic realm of motivation and
psychology, an array of research studies has contributed to our understanding
of motivation in various contexts. Smith and Johnson (2022) conducted a
qualitative study, shedding light on intrinsic and extrinsic motivation in
college language and literature courses. Thompson and Brown (2021) conducted a
longitudinal study, exploring the role of motivation in college language and
literature learning. Davis and Rodriguez (2020) implemented an intervention
study to enhance motivation in college language and literature students. Garcia
and Lee (2020) conducted a cross-cultural study, examining motivation factors in
college language and literature classes across different cultural contexts.
Wilson and Peterson (2019) employed a mixed-methods approach to explore
motivation in college language and literature studies. Further studies have
investigated motivation in specific contexts, such as De Jesus and Bautista
(2017) who explored the mediating role of engagement and grit among Filipino
college students, Dela Cruz (2019) who examined extrinsic motivation and
reading comprehension among Filipino college students, Dimaculangan and Matos
(2018) who conducted a comparative study of intrinsic and extrinsic motivation
among Filipino and foreign students, Guzman (2020) who explored intrinsic
motivation in the Filipino language classroom, and Reyes and Guanzon (2021) who
investigated motivational beliefs and strategies as predictors of Filipino
students' language learning success. These studies contribute to our knowledge
of motivation, shedding light on its various dimensions, cultural influences,
and implications for academic performance and language learning.
Continuing this exploration of motivation in
different educational settings, a series of studies have focused on
understanding intrinsic and extrinsic motivation among Filipino students.
Relampagos (2018) investigated the interplay of intrinsic motivation and
self-regulation in the learning process of Filipino college students. Rocafort
and Bartolome (2019) examined the factors influencing intrinsic and extrinsic
motivation in science education among Filipino high school students. Reyes and
Mendoza (2020) explored motivational factors and learning strategies among
Filipino college students, shedding light on the interrelationships between
motivation and learning approaches. Castillo (2021) provided insights into the
perspectives of Filipino teachers on the role of intrinsic and extrinsic
motivation in the English language classroom. Romero (2019) focused on factors
affecting intrinsic and extrinsic motivation in mathematics learning, drawing
insights from Filipino students. Collectively, these studies contribute to our
understanding of motivation in diverse educational contexts, highlighting the
importance of intrinsic and extrinsic motivation in the learning experiences of
Filipino students across various subject areas.
Building upon this examination of motivation and
academic performance in the educational landscape of Mindanao, the southern
region of the Philippines, several studies have also delved into the intricate
interplay between intrinsic and extrinsic motivation. Dandan and Baloran (2019)
sought to uncover the relationship between these motivational factors and
academic performance in English among college students in Mindanao. Doroy and
Romero (2021) scrutinized the determinants influencing intrinsic and extrinsic
motivation in science learning among high school students in the region. In the
context of indigenous education, Lao and Satorre (2019) explored the nuances of
intrinsic and extrinsic motivation, specifically within the Mindanao context.
Reyes and Balong (2018) examined intrinsic and extrinsic motivation within the
sphere of English language learning among college students in Mindanao.
Tamparong and Maata (2022) centered their investigation on the pivotal role of
intrinsic and extrinsic motivation in bolstering reading comprehension skills
among indigenous learners in Mindanao. Collectively, these studies enrich our
comprehension of motivation's impact on academic performance and learning
experiences, shedding light on the unique educational milieu of Mindanao.
With all this, despite the existing research on
motivation in education, there is a noticeable gap in the literature regarding
the specific context of St. Michael's College in Iligan City. Limited studies
have explored the motivations of college students enrolled in language and
literature studies within this particular setting. Understanding the
motivations within this context is crucial for designing effective
instructional strategies and interventions tailored to the needs and
preferences of St. Michael's College students. Therefore, there is a need for
context-specific research that addresses this gap and provides valuable
insights into the motivations that drive student engagement and academic
performance in language and literature courses.
III. Methodology
A qualitative research approach was employed in
this study to gain an in-depth understanding of the motivations of college
students in language and literature studies. This approach allowed for
exploring participants' perspectives, experiences, and insights related to
intrinsic and extrinsic motivation (Creswell, 2003).
The participants for this study comprised 30
college students enrolled in language and literature courses at St. Michael's
College, Iligan City. A purposive sampling strategy was employed to ensure
diversity in terms of gender, academic performance, and motivation levels. The
participants were selected based on their willingness to participate and their
availability during the study period.
Data was collected through semi-structured
interviews and classroom observations. Semi-structured interviews provided an
opportunity for in-depth discussions with the participants, enabling them to
express their motivations, experiences, and perceptions (Nelson, 2017).
Classroom observations were conducted to observe the students' engagement,
interactions, and behaviors within the learning environment.
To ensure the validity of the study, measures were
taken to establish credibility, transferability, dependability, and
confirmability. Credibility was enhanced through prolonged engagement with
participants, member checking, and triangulation of data sources.
Transferability was addressed by providing a rich description of the study
context and participants (Taylor, Henshall, Kenyon, Litchfield and Greenfield,
2018). Dependability was ensured through documentation of research procedures
and maintaining an audit trail. Confirmability was maintained through
reflexivity and researcher triangulation.
The collected data was analyzed using thematic
analysis, which involved identifying patterns, themes, and categories within
the data (Holtrop, Rabin and Glasgow, 2018). The analysis process began with
transcription and familiarization with the data. Initial codes were generated,
and themes emerged through an iterative process of coding and categorizing the
data. The identified themes were then further refined and interpreted to
capture the participants' motivations and experiences.
IV. Findings
The analysis of the interview transcripts and
classroom observations revealed several key themes that highlight the intrinsic
and extrinsic motivations of the participants in their language and literature
studies. These themes provide insights into the diverse perspectives and
experiences of the 30 college participants who took part in the study.
In terms of intrinsic motivation, a prevalent theme
that emerged was the participants' passion for literature. Many participants
expressed a genuine love for literature, finding immense joy and fulfillment in
reading and analyzing literary works. Participant 7 described it as follows:
"I've always had this deep passion for literature. Whenever I open a
book, it's like entering a whole new world filled with endless possibilities."
Similarly, Participant 14 shared their enthusiasm, saying, "There's
something magical about the power of words. Literature allows me to explore
different emotions and experiences that resonate with me on a personal level."
Another important theme that surfaced was the
participants' personal connection to the texts. Several participants
highlighted the significance of forming personal connections with the
characters and themes of the literary works. Participant 3 reflected on this
connection, stating, "When I read a novel, I become emotionally
invested in the characters' journeys. It's like I'm experiencing their triumphs
and struggles alongside them." Similarly, Participant 21 mentioned,
"Literature has the power to evoke strong emotions within me. It helps
me relate to different aspects of human experiences and broadens my perspective."
Furthermore, intellectual stimulation emerged as a
key aspect of intrinsic motivation for many participants. They expressed that
language and literature studies provided them with intellectual challenges and
opportunities for critical thinking. Participant 9 described the intellectual
stimulation as follows: "I enjoy the intellectual rigor of analyzing
complex literary texts. It pushes me to think critically, explore multiple
interpretations, and engage in meaningful discussions." Participant 25
echoed this sentiment, stating, "Language and literature studies
challenge my mind and broaden my horizons. They allow me to explore different
perspectives and develop my analytical skills."
Turning to extrinsic motivation, recognition and
rewards played a role in motivating some participants. External validation in
the form of praise, positive feedback from professors, good grades, and
certificates served as motivating factors. Participant 12 emphasized the
significance of recognition, saying, "When my professor acknowledges my
efforts and praises my insightful analysis, it boosts my motivation to continue
putting in the effort and excel in the subject." Participant 28
mentioned, "Receiving good grades and certificates of achievement gives
me a sense of accomplishment. It validates my hard work and motivates me to
maintain a high level of performance."
Additionally, several participants expressed
extrinsic motivation driven by their future career aspirations. They viewed
language and literature studies as essential for their desired professions,
such as writing or teaching. Participant 17 shared their perspective, stating,
"I aspire to become a writer, and studying language and literature
helps me hone my writing skills and gain a deeper understanding of storytelling."
Participant 30 mentioned, "Aspiring to be a language teacher, I see
these studies as a stepping stone towards achieving my career goals. It
motivates me to excel and acquire the necessary knowledge and skills."
These findings, illustrated through direct
quotations from the participants, reflect the diverse range of intrinsic and
extrinsic motivations among the participants in their language and literature
studies. The passion for literature, personal connections to texts,
intellectual stimulation, recognition and rewards, and career aspirations all
contribute to shaping their motivations and engagement with the subject matter.
The individual experiences and perspectives shared by the participants provide
a rich understanding of the multifaceted nature of motivation in college
language and literature studies.
To foster timely and relevant practices, the researcher postulated the following:
V. Discussion
In the realm of language and literature studies among college students, understanding the primary intrinsic and extrinsic motivations is crucial to unravel the factors influencing student engagement, as observed in classroom settings. Intrinsic motivations, such as a genuine passion for language, literature, and self-improvement, were found to propel students to delve deeper into the subject, seeking personal growth and intellectual fulfillment (Wilson & Peterson, 2019). Similarly, classroom observations revealed that extrinsic motivations, such as external rewards or recognition, can also influence engagement, albeit with the risk of shifting the focus from genuine interest to external incentives. These motivations significantly impact students' learning experiences, academic performance, and long-term engagement, aligning with the observations made in classroom settings. When students are intrinsically motivated, they tend to exhibit greater persistence, creativity, and critical thinking, fostering a deeper connection with the subject matter. On the other hand, excessive reliance on extrinsic incentives may undermine students' intrinsic curiosity and autonomy, leading to less meaningful learning experiences and reduced long-term engagement (Wigfield & Cambria, 2020). To nurture intrinsic motivation and leverage extrinsic motivation effectively, educators can employ various strategies and interventions, as observed in classrooms. Encouraging autonomy and choice, integrating student interests into the curriculum, and providing opportunities for self-expression and reflection were found to foster intrinsic motivation. Balancing extrinsic rewards judiciously, such as timely feedback and recognition, can complement intrinsic motivation without overshadowing it (Urdan & Karabenick, 2021). By creating a positive and supportive learning environment that acknowledges both intrinsic and extrinsic factors, language and literature educators can inspire students to develop a genuine passion for the subject, leading to more enriched learning experiences and improved academic performance in the long run, as observed during classroom observations.
To give a complete picture on how this result came to the surface, the researcher dissected the following insights, thus:
A. Interpretation and analysis of the findings in relation to the research objectives and questions: The findings of this study shed light on the intrinsic and extrinsic motivations among college participants in their language and literature studies. The participants' passion for literature, personal connections to texts, intellectual stimulation, recognition and rewards, and career aspirations were identified as significant factors influencing their motivation and engagement (Urdan & Turner, 2020). These findings align with the research objectives of understanding the motivations of college students in language and literature studies and provide valuable insights into the factors that drive their engagement with the subject matter.
The findings revealed that intrinsic factors such as passion, self-improvement, and personal growth play a significant role in various aspects of human development. These internal motivators were found to have a profound impact on individuals' engagement, performance, and overall satisfaction in different areas of their lives. The findings suggest that when individuals are driven by their passions and have a desire for personal growth, they are more likely to exhibit higher levels of motivation, perseverance, and dedication towards their goals. Moreover, the study highlights the importance of nurturing and fostering intrinsic factors, as they can serve as powerful drivers for individual success and fulfillment (Castillo, 2021). By recognizing and cultivating these intrinsic motivators, individuals can unlock their full potential and experience greater satisfaction in their personal and professional pursuits.
Likewise, the findings also indicate that extrinsic factors, such as external rewards and recognition, have a significant influence on human behavior and motivation. The presence of tangible rewards, such as financial incentives or material benefits, can act as powerful motivators for individuals to engage in certain activities or pursue specific goals. Similarly, external recognition, such as praise or acknowledgement from others, can enhance individuals' sense of self-worth and boost their motivation levels. These extrinsic factors are often associated with external validation and can provide individuals with a sense of accomplishment and social acceptance (Dela Cruz, 2019). However, it is important to note that while extrinsic factors can be effective in driving initial engagement and performance, they may not necessarily sustain long-term intrinsic motivation or foster genuine personal growth. Therefore, a balanced approach that considers both intrinsic and extrinsic factors is crucial for comprehensive understanding and effective motivation strategies.
B. Discussion of the identified gaps in the literature: This study contributes to addressing gaps in the existing literature by examining the specific context of college language and literature studies. While previous research has explored motivation in education and language learning, there is a paucity of studies focusing specifically on the motivations of college students in language and literature studies (Thompson & Brown, 2021). This study fills this gap by providing a deeper understanding of the intrinsic and extrinsic motivations within this particular academic setting.
C. Scope and limitations of the study: It is important to acknowledge the scope and limitations of this study. The research was conducted at St. Michael's College, Iligan City, with a sample of 30 college participants. While the findings provide insights into the motivations within this specific context, the generalizability of the results to other institutions or populations may be limited (Tamparong & Maata, 2022). Additionally, the study focused on language and literature studies, and the findings may not be directly applicable to other academic disciplines. Further research in different contexts and disciplines would help enhance the generalizability of the findings.
D. Validity and reliability of the research approach: To ensure the validity and reliability of the research approach, multiple measures were implemented. The qualitative nature of the study allowed for in-depth exploration and understanding of the participants' motivations. Data triangulation, including interviews and observations, enhanced the credibility and trustworthiness of the findings (Creswell, 2003). The researchers also maintained a reflexive stance, acknowledging their own biases and taking steps to minimize their influence on data interpretation. These efforts contributed to the overall validity and reliability of the research approach.
E. Implications of the findings for nurturing motivation in college language and literature studies: The findings of this study have significant implications for educators and practitioners in the field of language and literature studies. Understanding the motivations of college students can inform instructional practices aimed at nurturing and sustaining their motivation. For instance, recognizing the importance of personal connections to texts, educators can incorporate diverse and relatable literary works that resonate with students' experiences (Smith & Johnson, 2022). Promoting intellectual stimulation through thought-provoking discussions and activities can further enhance students' intrinsic motivation. Acknowledging and providing opportunities for recognition and rewards can also serve as extrinsic motivators. Additionally, highlighting the relevance of language and literature studies to future career aspirations can help students see the practical value and long-term benefits of their academic pursuits.
F. Recommendations for practice and further research: Based on the findings, several recommendations can be made for practice and further research. Educators should strive to create a supportive and inclusive learning environment that fosters students' intrinsic motivation and promotes a genuine passion for literature. Providing opportunities for personalized learning experiences, such as independent reading and research projects, can cater to individual interests and enhance intrinsic motivation (Sansone & Harackiewicz, 2021). Further research can explore the impact of specific instructional strategies, such as project-based learning or digital tools, on students' motivation and engagement. Additionally, comparative studies across different institutions and cultural contexts would provide a broader understanding of the motivations in language and literature studies.
This study contributes to the literature on motivation in college language and literature studies by providing valuable insights into the intrinsic and extrinsic motivations of students. The findings have implications for instructional practices and highlight the importance of nurturing motivation to create a meaningful and engaging learning environment. By understanding the factors that drive students' motivation, educators can design curriculum, instructional strategies, and assessment methods that align with students' intrinsic and extrinsic motivations (Ryan & Deci, 2020). This, in turn, can enhance students' learning experiences, promote their academic success, and foster a lifelong love for language and literature.
However, it is important to note that motivation is a complex and dynamic construct that can vary among individuals. Different students may have different motivational profiles and respond to various strategies differently (Romero, 2019). Therefore, educators should adopt a differentiated approach, tailoring instructional practices to meet the unique needs and motivations of their students.
Further research is warranted to delve deeper into the dynamics of motivation in college language and literature studies. Longitudinal studies could investigate the stability and changes in students' motivation over time and examine the impact of various interventions on sustaining motivation in the long term. Additionally, exploring the role of sociocultural factors, such as family background and societal expectations, in shaping students' motivations would provide a more comprehensive understanding of the influences on motivation.
Overall, the results highlight the significance of intrinsic and extrinsic motivations in college language and literature studies. The findings emphasize the need for educators to recognize and nurture these motivations to create a supportive and engaging learning environment. By implementing effective instructional practices, educators can foster students' intrinsic motivation, promote their academic success, and cultivate a lifelong passion for language and literature learning.
VI. Conclusion
In this study, we explored the intrinsic and extrinsic motivations among college participants in their language and literature studies. The findings revealed that participants' passion for literature, personal connections to texts, intellectual stimulation, recognition and rewards, and career aspirations significantly influenced their motivation and engagement. These findings underscore the importance of understanding and nurturing motivation in college language and literature studies (Reyes & Mendoza, 2020).
Contribution to the field and implications for educators: This study contributes to the field by providing insights into the specific context of college language and literature studies. By examining the motivations of college students, it fills a gap in the existing literature, which has primarily focused on motivation in general education or language learning. The findings highlight the role of intrinsic and extrinsic motivations in driving students' engagement and success in language and literature studies.
For educators, these findings have important implications. Recognizing the significance of personal connections to texts, intellectual stimulation, and recognition, educators can design instructional strategies that foster students' intrinsic motivation. Creating a supportive and inclusive learning environment that acknowledges and rewards students' efforts can further enhance their motivation and engagement. Additionally, linking language and literature studies to future career aspirations can help students see the practical relevance and value of their academic pursuits.
The research objectives and questions were effectively addressed through the qualitative research approach employed in this study. By conducting interviews and observations, we gained a deeper understanding of the motivations of college participants in language and literature studies. The data analysis process, using thematic analysis, enabled us to identify key themes and patterns related to intrinsic and extrinsic motivations.
However, it is important to acknowledge the limitations of this study. The research was conducted at St. Michael's College, Iligan City, with a sample of 30 college participants. The findings may not be generalizable to other institutions or populations. Additionally, the study focused specifically on language and literature studies, and the findings may not be directly applicable to other academic disciplines. Future research should aim to replicate and expand upon these findings in diverse contexts and academic disciplines.
This study highlights the significance of intrinsic and extrinsic motivations in college language and literature studies. The findings provide valuable insights for educators in designing instructional practices that nurture and sustain students' motivation and engagement. By fostering a love for literature, creating intellectually stimulating learning experiences, and providing recognition and rewards, educators can contribute to the development of lifelong learners who appreciate and excel in language and literature studies (Guzman, 2020).
Overall, it is important for researchers, educators, and policymakers to continue exploring the dynamics of motivation in college settings. By further investigating the interplay between intrinsic and extrinsic motivations, exploring the role of sociocultural factors, and examining the long-term impact of motivation on students' academic journey, we can enhance our understanding and develop evidence-based strategies to foster motivation in college language and literature studies.
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