Divine Word International Journal of Management and Humanities ISSN: 2980-4817

Research in Management and Humanities

DWIJMH VOL 1 NO 1 (2022), 83-101
Available online at www.dwijmh.org
Journal homepage: http://www.dwijmh.org

The Effect of Online Learning Self-Efficacy of Senior

High School Students on Their Academic Motivation
Damianus Abun (a) Fredoline P. Julian (b) John Francis Dela Gente(c)
(a) PhD: Professor, School of Business and Accountancy, Divine Word College of Laoag, Ilocos Norte, Philippines
(b) PhD: Professor, School of Business and Accountancy, Divine Word College of Laoag, Ilocos Norte, Philippines.
(c) MAEd: Instructor, School of Basic Education, Divine Word College of Laoag, Ilocos Norte, Philippines.
(

ARTICLEINFO ABSTRACT

Article history: The COVID-19 situation challenged the education system across the world and forced educators to
shift to an online mode of teaching overnight. Several suggestions for academic institutions have
Received 10 August 2022
been laid out to deal with the challenges. The study examined the effect of online learning self-
Received in rev. form 12 October
2022 Accepted 16 December 2022 efficacy on the academic motivation of senior high school students from Divine Word College of
Laoag. The literature was reviewed to deepen the concept and establish the theories of the study,
Keywords: Descriptive assessment, and correlational research design were utilized. The respondents were
senior high school students. The data was gathered using validated research questionnaires. Results
Online learning, self-efficacy, showed that the online learning self-efficacy and the academic motivation of the students were
intrinsic and extrinsic motivation,
high. Moreover, a significant relationship was found between online learning self-efficacy and the
academic performance.
academic performance of senior high school students.
JEL Classification:
M23; L15

© 2022 by the authors. Licensee DWIJMH. This article is an open access article distributed under the
terms and conditions of the Creative Commons Attribution (CC BY) license
(http://creativecommons.org/licenses/by/4.0/).

Introduction

During the COVID-19 pandemic, where face-to-face learning was impossible, online learning was the primary choice.
This was delivered through different modalities such as social media platforms, self-learning modules, and virtual
classrooms. Not everyone was ready to take the challenge including students and teachers. Learning how to deliver
lessons through different online modalities was not easy for the faculty and students. Accessibility to the internet and
financial capability were the common problems added to online learning. These concerns became serious tests for the
stress tolerance of students, teachers, and school administrators. Several reports show that many students commit
suicide due to online classes and modules as explained in the Philippine Star Report, Daily Guardian (Cervantes 2020,
Pendon, 2021). The study of Balachandran, (2020) supported this claim, as pointed out by the study of Philip (2021)
emphasized that suicide occurs worldwide as evident in his study on the increasing rates of school children committing
suicide. The Covid-19 pandemic brought about challenges in physical, psychosocial, and psychological well-being.
* Corresponding author. ORCID ID: 0000-0002-9693-1541
© 2022 by the authors. Hosting by DWIJMH. Peer review under 83
responsibility of Divine Word International Journal of Management and
Humanities.
 Abun et al.,Divine Word International Journal of Management and Humanities 5(1) (2022), 83-101

For example, attending online classes while haunted by fear, distress, anxiety, depression, and other psychiatric
disorders (Philip, 2021) can be disturbing and can affect their capability and motivation to pursue their study (Nell,
et.al, 2020). This study, therefore, found out if students perceived themselves to be motivated and capable of pursuing
their online studies amid the pandemic.

Its objective was to provide the school management with essential information to help motivate students pursue their
studies despite the situation. Giving attention to students' problems and providing some advice to them may help
reduce their anxiety and motivate them to study. A challenge posed to all school administrators is to provide services
that ease anxieties and inspire hope for the students.

This study is divided into several parts. The first part is the introduction that explains the background of the study and
its purpose. The literature review comes next, which investigates concepts of the previous studies related to the
current study. This in turn establishes the theories as a basis for the investigation. Coming in third is the research
methodology, which includes research design, population, the locale of the study, research instruments, data gathering
procedure, and statistical treatment. The fourth part consists of the data presentation and analysis. The final part
discusses further the finding of the study and its conclusion.

Literature Review
The purpose of the literature review is to deepen the understanding of the current study by investigating different
works of related literature. Reading previous discussions help the researcher to establish theories that support the
investigation. The discussion on this part will be arranged thematically according to the topic of the study.

Online Learning and Its Advantages and Disadvantages

The current pandemic made online businesses become popular. This made it cheaper and more convenient for many
people. In the same manner, the pandemic also made online education popular (Sarkar, 2020). Online learning is
defined as the education process through the internet (Stern, n.d). It is also called e-learning which is another type of
distance teaching (Stern, n.d). It is delivered electronically through several social media platforms. They are termed
as e-learning, web-based learning, or internet-based learning (Madison & Kumaran, 2017).

Historically, e-learning started a long time ago. Though the term “e-learning" is a new term, slide projectors and
television-based classes already started in the 1950s in the USA. The University of Illinois and their students begun
learning from computer terminals that were interconnected to form a network before internet was discovered.
Subsequently, in 1984, University of Toronto opened a degree course online followed by the University of Phoenix
in 1986. The Universities established what is called an "Electronic University Network" in which the computers were
interlinked. In the 1990s, the world had the first Open University in Britain to offer distance learning (Sarkar, 2020).
It is a form of education that is delivered through the assistance of technology to facilitate the interaction between
teachers and students due to physical distance (Samson, & Berg, 2016). Originally it targeted those who were busy
with their work and could not attend a face-to-face classroom interaction. It has several types which included
correspondence course that was offered through regular mail with limited interaction. Another type is called
telecourses, where the content is delivered through radio or television broadcasts. CD-ROM Course was another type

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that interacts with static computer content, while internet-base is offered synchronously or asynchronously. The final
type was mobile learning which was offered through cellular phones or iPods (Stern, n.d). Among these types of
distance learning, the most popular was online learning.

The pandemic makes this type of learning convenient, easier, and affordable for students, teachers, and school
administrators. The interest in online learning has been growing which covers all levels of education from elementary
to graduate programs and is dominated by higher education (Glisson & Secovnie, 2017, Lee & Tettegah, 2016, Means
& Roschelle, 2010). The growing interest is accompanied by the pros and cons of online learning. Reviewing these
is necessary as they may have certain relations with increasing suicide among students among Marc (2000) pointed
out that one of its advantages is its focus on the individual student’s need, an important element of the education
process. Smedley (2010) added flexibility and place of deliver cording to learning information. As Wagner, et.al
(2008) emphasized that it eliminates the barrier that prevents students from talking to other learners which
consequently improves the learning environment. While Codone, (2001), Amer, (2007), Klein and Ware, (2003) stated
that the-learning allows self-pacing. They take the example of asynchronous learning which allows students to study
at one’s own pace. This can help improve their learning engagement and reduce stress. Rabah (2005) agreeably
mentioned that e-learning can help students finish their studies in a shorter period.

Besides its advantages, it also recognizes its disadvantages as clarified by several researchers. For example, Young,
(1997), and Burdman, (1998) indicated the total absence of vital personal interaction between learners and instructors.
Collins et al. (1997), Klein and Ware, (2003); Hameed et al, (2008), Almosa, (2002), Akkoyuklu & Soylu, (2006),
Lewis, (2000), Scott et al. (1999), and Marc, (2002) highlighted that online learning can bring some problems
particularly lack interaction between students and teachers, rampant cheating and plagiarism, the declining role of the
administration and the teachers as facilitators of the teaching-learning process, lack of laboratory exercises related to
courses that need experiments such as medical sciences, congestion or heavy traffic on the website which cause slow
internet access, and the lack of financial resources for efficient connectivity.

Self-Efficacy Theory and Online Learning Self-Efficacy

Bandura (1977) coined the concept of self-efficacy as a self-belief or personal judgment over one's capacity to perform
or to succeed in a situation. He defined self-efficacy as “the belief in one’s capabilities to organize and execute the
courses of action required to manage prospective situations” (Bandura, 1995, p. 2). It concerns the individual self-
belief in one’s ability to succeed in each situation (Lee & Wilder, 2017). Based on the definition of Bandura (1977),
different authors have formulated their definition of self-efficacy as Stronge and Xu (2015) defined self-efficacy as
“the belief in one's ability to accomplish intended outcomes”. Or Walsh (2011), cited from Eachus, and Cassidy,
(1997) defined it as “an individual’s belief in having the required skills to perform a given task”. After Bandura (1977)
published his seminal article entitled, “Self-Efficacy: Toward a Unifying Theory of Behavioral Change”, then this
concept was a prominent construct for many scholars and researchers. Over the years, studies on the effect of self-
efficacy on human functioning are not just limited to psychology, but it has been extended to other fields such as
management, education, medicine, athletics, social, and political change (Artino, 2012). Many types of research have
been done to measure the effect of self-efficacy on the different aspects of human life. For example, Kolbe (2009)
found that self-efficacy helps people persevere and achieve their objectives in life. Possessing high self-efficacy helps

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overcome any obstacles that block the achievement of goals. Kalicinski and Lobinger (2016) also discovered that
self-efficacy has a potential influence on imagery outcome. It helps motivate people to achieve their dreams. Schunk
and DiBenedetto (2016) clarified that self-efficacy is a source of motivation to achieve different outcomes and self-
regulation. In other words, self-efficacy influences the behavior of a person to achieve their goals in life. Having self-
efficacy helps people get engaged in a specific task (Anderman & Gray, 2015) and achieve a specified level of
performance (Diefendorff & Seaton, 2015).

Bandura identified several sources of self-efficacy which are past mastery experience, vicarious experience, social
persuasion, emotional and physiological state, and imaginal experience/visualization (Lopez-Garrido, 2020). Past
mastery experience boosts the self-confidence of doing it again. Vicarious experience is related to the experience of
others who have been one’s role models in life. While emotional and physiological states influence the self-belief of
being able to perform a certain task. Lastly, imaginal experience pertains to visualizing one's self as performing
successfully in a particular task. It is noted that self-efficacy is not something innate but is based on experience and
social environment.

Moreover, online learning as self-efficacy refers to the students’ judgment or self-belief in their capability to
successfully perform online classes (Yavuzalp & Bahcivan, 2019). It involves their self-assessment of how well they
can successfully carry out activities in online learning (Zimmerman, 1995). Zimmerman and Kulikowich (2016) found
that students with high online learning self-efficacy are more likely to succeed. Measuring online learning self-
efficacy, however, can be difficult because there is no common agreement on the dimensions to measure it. Thus,
online learning self-efficacy can be related to many different elements such as students' judgment of their capability
to use online technologies, internet self-efficacy, information-seeking self-efficacy, computer self-efficacy, and
learning management self-efficacy (Yavuzalp & Bahcivan, 2019). One study related to online learning self-efficacy
was developed by Miltiadou and Yu (2000) and it is called Online Technologies Self-Efficacy Survey Scale. This
focused on technology self-efficacy such as internet competencies, and synchronous and asynchronous interactions.
Zimmerman and Kulikowich (2016) emphasized that such technology is one of the important aspects of an online
class, therefore, one must know the related technology. Other researchers measure online learning self-efficacy which
encompasses other than technical aspects as Shen, Cho, Tsai, and Marra (2013) measure students’ online learning
self-efficacy to complete an online course, to interact socially with their classmates for academic purposes, to use a
course management system, and to interact with the instructors. While Zimmerman and Kulikowich (2016) developed
a scale, which is called OLSES ocusesonly on three dimensions namely: learning in the online environment, time
management, and technology use.

This study used the OLSES scale and its dimensions (Zimmerman and Kilikowich, 2016) to measure the online
learning self-efficacy of students. This included students' capability to navigate online course materials, communicate
with instructors through email, manage time effectively and complete assignment on time, and use new types of
technology (Zimmerman & Kulikowich, 2016).

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Motivation and Academic Motivation

Usher & Morris, (2012) define motivation as "a process responsible for the initiation, intensity, and persistence of
behavior". It is something that causes a certain level of behavior. The causes of motivation can be biological,
psychological, and environmental which means that the body, brain, mid, material incentives or goals d the world
around us contribute to motivation. Everyone moves into action by the push of biological and psychological needs,
incentives, or a situation (Souders, 2020). Thus, employees are motivated by money (Griffin, et.al. 2010). Take
Abraham Maslow as one of the examples concerning the source of motivation with his five hierarchy needs as motives
to fulfill them. Another one is McClelland, wherein he classified motives into achievement, affiliation, and power
which are driven intrinsically and extrinsically (Souders, 2020). One’s behavior is motivated by inner desire and
external demands. In such a case, self-actualization and achievement can be categorized as either intrinsic or extrinsic
motivation.

Different researchers have discussed motivation from their theoretical perspectives. For example, Skinner (1978)
discussed it from a behavioral perspective, Bandura (1997) fr social, cognitive, and humanistic perspectives. While
Maslow (1943) and McClelland (1961) identified a content perspective. On one hand, intrinsic motivation refers to
what comes from within the person enjoying the task. On the other hand, extrinsic motivation is explained as when
one p forms a task because of certain rewards such as popularity, power, wealth, fame, etc. ((Alan, 2019; Trevino &
DeFreitas, 2014). The self-determination theory of motivation (Deci, 1971; Deci and Ryan, 1985; Ryan and Deci,
2000) is achieved when people are motivated by the need to grow and gain fulfillment (Cherry, 2021). These needs
are intrinsic. To grow, people need to fulfill needs such as autonomy, competence, and relatedness. These are the
motivating factors that drive behavior (Cherry, 2021). In terms of autonomy need, people need to be in control of their
life, their work, and their decision, without external influence. While competence need motivates people to gain
mastery of certain skills and lastly relatedness needs to motivate people to be associated with or related to certain
people or groups. The concept of motivation of self-determination theory has been applied to different fields such as
parenting, work, exercise, health, and education (Cherry, 2021).

The main concern of the academic motivation of students is to identify their needs to strive and excel in their studies.
It relates to the causes of students’ behavior to achieve their objectives (Usher & Morris, 2012). It is one of the
important sources of power and determination that direct the intensity of behavior to fulfill such needs (Gottfried,
1990).

According to Self-Determination Theory (SDT), their learning engagement is a manifestation of their academic
motivation (Koyuncuoğlu, 2021). Their participation in academic activities is one way of fulfilling their hidden needs
or psychological needs as Sünbül, Kesici, & Bozgeyikli, (2003a) as cited by Koyuncuoğlu, (2021) asserted that the
more they are motivated, the more they engage in activities to satisfy their needs. Their interest or enthusiasm in
academic activities can be explained by the concept of academic motivation. It is students’ desire which is reflected
in their persistence and level of interest to participate in academic endeavors (McClelland, 1953 cited by Olowo et al.,
2020; Serhan, 2019)).

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Identifying factors that motivate them to engage in academic activities is necessary. Studies are pointing out different
reasons why students actively participate in academic exercises. McInerney and Liem (2008) identified several factors
that motivate students to engage in academic activities which are classified as internal and external factors. Internal
factors include students' characteristics such as social class, expectations, and students’ beliefs such as control,
learning, and mastery. While external factors consist of related academic factors such as course, examination,
assignment-related characteristics, rewards, and feedback. It also includes social factors such as instructors, family
members, peers, and lastly college general environment which is identified as the physical environment, academic
associations, internship/volunteer opportunities, extracurricular such as fraternities, and sports participation. While
Vallerand, et.al (1992) discussed academic motivation within the concept of self-determination theory. There are two
types of motivation: intrinsic and extrinsic. The needs or factors that motivate students under intrinsic motivation are
the need to know, to accomplish things, and to experience stimulation. While extrinsic motivation includes external,
introjected, and identified regulation. The extrinsic motivations may include external factors such as family, peers,
culture, rewards, that influence the behavior of students. Students participate in academic activities to meet the external
demands which have been taken by students to be very important.

Ayub (2010) conducted a study concerning the effect of intrinsic and extrinsic motivations on the academic
performance of students. His study found that intrinsic and extrinsic motivations affect the academic performance of
students. While the study of Zaccone and Pedrini (2019) identified intrinsic motivation as the only one that affects
learning effectiveness. The study stressed that the higher the students' intrinsic motivation, the higher the learning
effectiveness becomes and there are gender differences in motivation and academic performance (Naz, et.al. 2020).
More studies have been done concerning the positive effect of intrinsic and extrinsic motivation of students on
academic performance such as Adamma, et.al (2018), Liu, et.al (2020), Bishop, (2010), and Dev (1997).

The concept of intrinsic and extrinsic motivation and its effect on educational performance have been hot topics for
educational researchers to investigate. The Self-determination theory concerning intrinsic and extrinsic motivation has
been used to investigate the academic motivation of students. Under the Self-Determination Theory, intrinsic
motivation is defined as doing an activity for its inherent satisfaction rather than for other ends or purely for the sake
of enjoyment (Deci & Ryan, 2000). Intrinsically motivated activities are not dependent on external pressures but on
someone’s interest in pleasure or enjoyment. The study of Taylor, et.al (2014) found that intrinsic motivation is
significantly correlated to the academic achievement of students. It has been associated with high academic
performance. While extrinsic motivation is concerned with behaviors that are motivated externally such as reward and
punishment, it is controlled and non-autonomous. One pursues an activity to achieve a separable outcome (Ryan &
Deci, 2000). It has multidimensional constructs such as external regulation, introjected regulation, identified
regulation, and integrated regulation. External regulation is concerned with behaviors that are externally imposed and
because of reward and punishment. Introjected regulation refers to behaviors that are originally external. One pursues
activities for internal rewards such as self-esteem, avoidance of anxiety, shame, guilt, or failure. Activities or behaviors
are internally controlled. Identified regulation refers to the person who can identify with or personally endorses the
value of an activity that motivates the person to do things on his own. A person who has reached identified regulation
experiences a high degree of volition or willingness to act (Ryan & Deci, 2020). On one hand, integrated regulation

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refers to the person who is not only recognizing and identifying with the value of the activity, but finds it congruent
with his core interest and values. Integrated regulation becomes autonomous extrinsic motivation, hence, it shares
with intrinsic motivation’s quality of being highly volitional, but are not based on interest and enjoyment (Ryan &
Deci, 2020). On the other hand, integrated motivation sees the value of an activity sans enjoyment. According to Ryan
and Deci (2020), autonomous forms of motivation affect students' engagement, learning, and wellness. Since
integrated regulation shares similarities with intrinsic motivation, this study investigates the other three dimensions of
extrinsic motivation.

Conceptual Framework
Independent Variable Dependent variables

Academic motivation:
Intrinsic Motivation:
Extrinsic Motivation:
Online Learning Self-Efficacy - external regulation
- introjected regulation
- identified regulation

Source: Zimmerman and Kulikowich (2016), Kenon (n.d). Abun, et al. (2018).

Figure 1: The framework reflects the influence of online learning self-efficacy toward academic motivation of
freshmen students of the Divine Word College of Laoag.

Statement of the Problems

The study examined the effect of online learning self-efficacy on the academic motivation of freshmen students. It
specifically answered the following questions:
1. What is the online learning self-efficacy of freshmen students?
2. What is the academic motivation of students in terms of:
2.1 intrinsic motivation;
2.2 extrinsic motivation in terms of external, introjected, and identified regulations?
3. Is there a relationship between online learning self-efficacy and the academic motivation of Senior High
School students?

Assumptions
The study assumed that self-efficacy affects the academic motivation of freshmen students and that this can be
measured.

Hypothesis
Studies have been conducted concerning the effect of online learning self-efficacy on students' engagement and the
results concluded that it affects academic engagement. Based on such findings, the current study hypothesized that
online learning self-efficacy correlates to the academic motivation of freshmen students.

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Scope and Delimitation of the Study

The study limited its investigation to the Senior High School students at the Divine College of Laoag (DWCL) and it
was delimited to academic motivation along with intrinsic and extrinsic motivations. Under the self-determination
theory, there are four elements of extrinsic motivation: external regulation, introjected regulation, identified
regulation, and integrated regulation. Since integrated regulation is similar to intrinsic motivation, the study
investigates only three external dimensions of extrinsic motivation introjected and identified regulations.

Research Methodology
As a general standard for scientific research, it must follow the research methodology. The current research followed
a specific method of investigation or research methodology. Wilkinson (2000) and Leedy (1974) opined that research
methodology is an established process for conducting the inquiry. It applies certain methods to determine, select, and
analyze the data related to the concerned topic. This study then, utilized methods of investigation namely research
design, data gathering instruments method, the population of the study, the locale of the study, data gathering
procedures, and the statistical treatment of data.

Research Design of the study

The research design of the study was descriptive correlational. Ariola (2006) argued that a descriptive correlation
study is to determine the relationship among variables without seeking to establish a causal connection. Descriptive
research is simply describing a population, a situation, or a phenomenon. It describes profiles, frequency distribution,
characteristics of people, and situations or phenomena (McCombes, 2020).

The Locale of the Study.

The locale of the study was the Divine Word College of Laoag. This college is in Laoag City, the capital of Ilocos
Norte.

Population
The respondents of the study were the DWCL Senior High School students. Total enumeration sampling was used
due to its small population.

Data Gathering instruments

The study utilized questionnaires that were adopted from the OLSES of Zimmerman and Kulikowich (2016) and
SRQ_A of Kennon (n.d) from the University of Columbia. The questionnaires were distributed to DWCL Senior High
School students.

Data Gathering Procedures

To preserve the integrity of scientific study the questionnaires were distributed only after the President of the college
approved them. The researcher sent a letter to the president and after the letter of the request was approved, the
questionnaires were distributed by the researcher's representative. After this, they collected the data and submitted it
to the researcher for tabulation.

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Ethical Procedures
This research was conducted after the research ethics committee examined and approved the content without violating
ethical standards and without causing harm to human life and the environment.

Statistical Treatment of Data

To analyze the data, descriptive and inferential statistics were used. The weighted mean was applied to determine the
level of online learning self-efficacy, and academic motivation of students. Pearson r Product Moment of Correlation
was used to measure the correlation between online learning self-efficacy and academic motivation. The following
ranges of values with their descriptive interpretation were used:

Statistical Range Descriptive Interpretation

4.21-5.00 strongly agree/ Very High
3.41-4.20 Agree / High
2.61-3.40 somewhat agree/ Moderate
1.81-2.60 Disagree/Low
1.00-1.80 Strongly disagree/Very Low

Data Presentation and Analysis

The data presentation and analysis follow the statement of the problem of the study.
Problem 1: What is the online learning self-efficacy of Senior High School Students?
Table 1: Online Learning Self-Efficacy of Senior High School Students (n=204).
Weighted Descriptive
Indicators
Mean Interpretation
1. Navigate online course materials efficiently 3.62 A
2. Find the course syllabus online 3.54 A
3. Communicate effectively with my instructor via e-mail 3.40 SWA
4. Communicate effectively with technical support via live online chat 3.71 A
5. Submit assignments to an online dropbox 3.78 A
6. Overcome technical difficulties on my own 3.41 A
7. Navigate the online grade book 3.36 SWA
8. Manage time effectively 3.75 A
9. Complete all assignments on time 4.14 A
10.. Learn to use a new type of technology efficiently 3.86 A
11. Learn without being in the same room as the instructor 3.29 SWA
12. Learn without being in the same room as other students 3.28 SWA
13. Search the Internet to find the answer to a course-related question 3.43 A
14. Search the online course materials 3.62 A
15. Meet deadlines with very few reminders 3.45 A
16. Complete a group project entirely online 3.39 SWA
17. Use synchronous technology to communicate with others 3.94 A
18. Focus on schoolwork when faced with distractions 3.32 SWA
19. Develop and follow a plan for completing all required work on time 3.82 A
20 Use the library’s online resources efficiently 3.39 SWA
21. When a problem arises, promptly ask questions in the appropriate forum (e- 3.66 A
mail, discussion board, etc
Overall Mean 3.58 A
Source: Zimmerman and Kulikowich (2016), Kennon (n.d).
Legend:
Range of Mean Values Descriptive Interpretation
4.21-5.00 Strongly Agree/ Very High
3.41-4.20 Agree / High

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2.61-3.40 Somewhat Agree/ Moderate

1.81-2.60 Disagree/Low
1.00-1.80 Strongly Disagree/Very Low

Based on the data available, it shows that overall the online learning self-efficacy of the senior high school students
obtained an overall mean rating of 3.58 which is considered "agree or high". The online learning self-efficacy of the
students is high which means that they have the online learning capability. They can navigate online course materials,
find resources online, overcome technical difficulties, communicate effectively with instructors and friends online,
manage time and complete assignments on time, find the answer to course-related questions and use synchronous
technology to communicate with others.

However, students also indicate that their online learning self-efficacy along with navigating the online grade book
and learning without being in the same room with the teacher and other students is moderate. This suggests that online
learning ability is to a moderate extent only. A recent study by Fulgencio, et al (2021) suggests that online learning
self-efficacy affects the academic motivation of students. This is supported by the study of Chang, et al (2014) which
concurs that online learning self-efficacy of students, both male and female, affects their academic motivation. The
study underscores that the students who have high internet self-efficacy outperformed the students who have low ones.

Problem 2: What is the academic motivation of students in terms of:

2.1 Intrinsic motivation ;

2.2 Extrinsic motivation in terms of external regulation, introjected regulation, and
2.3identified regulation?
Table 2: Academic Motivation
Weighted Descriptive
Academic Motivation
mean Interpretation
A. Intrinsic Motivation
I do my homework because it’s fun 3.32 SWA
I do my homework because I enjoy doing homework 3.34 SWA
I do my classwork because I enjoy doing my classwork 3.41 A
I try to answer hard questions in class because I enjoy answering hard questions 3.06 SWA
I try to answer hard questions in class because it is fun to answer hard questions. 3.04 SWA
I try to do well in school because I enjoy doing schoolwork well. 3.62 A
Composite Mean 3.30 SWA
B. Extrinsic Motivation
B.1: External Regulation
I do my homework because I will get in trouble if I don’t 3.91 SWA
I do my homework because that is what I’m supposed to do 4.25 A
I do my classwork so that teacher won’t yell at me 3.34 SWA
I do my classwork because that’s the rule 3.96 A
I try to answer hard questions in class because that’s what I am supposed to do 3.46 A
I try to answer hard questions in class because I want the teacher to say nice things 3.07 SWA
about me
I try to do well in school because that’s what I am supposed to do 4.06 A
I try to do well in school because I will get in trouble if I don’t do well. 3.73 A
I try to do well in school because I might get a reward if I do well 3.66 A
Sub-Mean 3.72 A
B.2: Introjected Regulation
I do my homework because I want the teacher to think I'm a good student 3.38 SWA
I do my homework because I feel bad about myself if I don’t do it 4.26 A
I do my classwork because I want the teacher to think I'm a good student 3.34 SWA

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I do my classwork because I’ll be ashamed of myself if I didn’t get done. 4.00 A

I try to answer hard questions in class because I want other students to think I’m smart 2.61 SWA
I try to answer hard questions in class because I feel ashamed of myself when I don’t try 3.50 A
I try to do well in school so that my teacher will think I'm a good student. 3.20 SWA
I try to do well in school because I feel really bad about myself if I don’t do well 3.94 A
I try to do well in school because I feel proud of myself if I do well 4.20 A
Sub-Mean 3.60 A
B.3: Identified Regulation
I do my homework because I want to understand the subjects 4.14 A
I do my homework because it is important to me to do homework 4.17 A
I do my classwork because I want to learn new things 4.08 A
I do my classwork because it's important to me to work on my classwork. 4.07 A
I try to answer hard questions in class to find out if I’m right or wrong 3.72 A
I try to answer hard questions in class because it is important to me to try to answer hard 3.59 A
questions in class
I try to do well in school because it’s important to me to try to do well in the school 4.08 A
Sub.Mean 3.98 A
Composite Mean 3.76 A
Academic Motivation Overall Mean 3.53 A
Source: Abun, et al (2018).
Legend:Range of Mean Values Descriptive Interpretation
4.21-5.00 Strongly Agree/ Very High
3.41-4.20 Agree / High
2.61-3.40 Somewhat Agree/ Moderate
1.81-2.60 Disagree/Low
1.00-1.80 Strongly Disagree/Very Low
As indicated by the data in the table, it reveals that the academic motivation of the students obtained an overall mean
rating of 3.53 which is considered "agree or high". This indicates that students have high academic motivation.
However, when the academic motivation is taken singly, then the result shows that intrinsic motivation obtained a
composite mean of 3.30 which is interpreted as "somewhat agree or moderate". Comparing the extrinsic academic
motivation along the three dimensions namely external regulation, introjected regulation, and identified regulation,
this obtained the sub-mean ratings of 3.72, 3.60, and 3.98 respectively, interpreted as "agree or high". This also
suggests that the extrinsic academic motivation of students is high with a composite mean of 3.76. This demonstrates
that the extrinsic academic motivation of students is higher than intrinsic academic motivation. This implies that the
academic motivation of students is influenced more by external factors than the enjoyment of study itself. They are
motivated to achieve high academic performance because they expect something from others like praise from teachers,
parents, or classmates, they are compelled to do it because of rules, or they want to understand more about the subject.
Therefore, they do not enjoy studying. Chiefele (1991) explained that intrinsic academic motivation is an inner force
that motivates students to engage in academic activities as they are interested in the learning process. While extrinsic
academic motivation refers to students’ learning engagement influenced by external reasons (Schiefele, (1991).
Studies have been conducted on the effect of motivation on academic performance namely Adamma, et al. (2018),
Ghaonta (2017), and Ayub (2010). They found a significant correlation between academic motivation and academic
performance, while there was a gender difference in motivation.

Problem 3. Is there a relationship between online learning self-efficacy and the academic
motivation of Senior High School Students?

Table 3. Coefficients of correlation obtained on the test of relationships between online

learning self-efficacy and the academic motivation of Senior High School students
(n=204)

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Academic Motivation Online Learning Self-Efficacy

A. Intrinsic Motivation r .418**

(Sig. 2-tailed) .000
B. Extrinsic Motivation
1. External Regulation r .132
(Sig. 2-tailed) .060
2. Introjected Regulation r .257**
(Sig. 2-tailed) .000
3. Identified Regulation r .387**
(Sig. 3-tailed) .000

* Significant at .05 level of significance ( 2-tailed)

** Significant at .01 level of significance ( 2-tailed)
Source: SPSS Software.

Online Learning Self-Efficacy and Intrinsic Motivation of the Students

The online learning self-efficacy and the academic motivation in terms of intrinsic motivation of the Senior High
School students were significantly and positively related at a .01 level of significance (r=.418).

The positive relationship denotes that as the online learning self-efficacy of the Senior High School students increases
their academic motivation, in terms of their intrinsic motivation, increases. Therefore, the variations observed in the
academic intrinsic motivation of the respondents are attributed to the differences in their online learning self-efficacy.
Hence, the online learning self-efficacy of Senior High School students is a correlate of their academic intrinsic
motivation.

Online Learning Self-Efficacy and Extrinsic Motivation of the Students

The test of relationships between the online learning self-efficacy and the extrinsic motivation of the Senior High
School students in terms of introjected regulation (r=.257), and identified regulation (r=.387) indicated that positive
significant relationships at .01 level of significance exist between the variables tested.

The direct relationships signified that a unit increase in the Senior High School students online learning self-efficacy
results in a corresponding unit increase in their academic extrinsic motivation in terms of introjected and identified
regulations. Furthermore, the differences observed in the ratings exhibited by the Senior High School students along
these variables are due to the differences in their online learning self-efficacy. Hence, the online learning self-efficacy
of the respondents is a correlate of their academic extrinsic motivations in terms of introjected and identified
regulations.

However, the correlation analysis revealed that the online learning self-efficacy and the academic extrinsic motivation
of Senior High School students in terms of external regulation are not significantly related (r=.132). This indicates
that the online learning self-efficacy of Senior High School students is not a correlate of their academic extrinsic
motivation to external regulation. Nevertheless, the variations observed in the academic extrinsic motivation in terms
of external regulation of the students are not caused by their online learning self-efficacy. Hence, the differences noted

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in the students' extrinsic motivation as to external regulation are due to chance only.

Results and Discussion

The result of the study leads to a deeper discussion on the effect of online learning self-efficacy on the academic
motivation of students. A positive increase in online learning self-efficacy affects the intrinsic and extrinsic academic
motivation of students. This finding suggests that developing the academic motivation of students during the pandemic
requires the management or the school administrators to help the students develop their capability to navigate courses
online. In this regard, training in computer and internet self-efficacy must be conducted. Other studies have shown the
results that computer self-efficacy affects students' academic engagement (Wolverton, et al, (2020) and their intrinsic
motivation (Li, et al., 2017). This is also supported by the study of Chiung, et al. (2013) about the effect of online
college students’ internet self-efficacy on learning motivation and performance which found that students with higher
internet self-efficacy outperformed the students with low internet self-efficacy.

The result of the current study underscores computer and internet self-efficacy concerns to be given much attention
by school administrators as recommended by Abun, et al (2021). Notably, wider knowledge of computers and the
internet will lead to better learning engagement. Moreover, the management should consider the fact that generation
Z youth are digital natives. They can readily use the computer and the internet. Unfortunately, guided by the results
of the study, not all students have the same level of computer and internet knowledge which affects their academic
motivation, too. Equipping the students with the appropriate computer and internet knowledge will improve their
academic performance.

The current study contributes to the discussion on the effect of online learning self-efficacy and academic motivation.
There are not many studies on this particular concern. This study help widens views about the role of computer and
internet knowledge in self-efficacy, motivation, and performance. and improve motivation and performance. Since
the study is limited to the Senior High School Students of the Divine Word College of Laoag, a similar study with a
wider coverage may be undertaken.

Conclusions
The study examined the effect of online learning self-efficacy on the academic motivation of senior high school
students. The study found that the students have high online learning self-efficacy and overall academic motivation.
In terms of the correlation between online learning self-efficacy and academic motivation, the Pearson r correlation
determined a significant correlation between online learning self-efficacy and academic motivation. This suggests that
the higher the online learning self-efficacy is, the higher the academic motivation becomes.

Authors Contribution: Conceptualization: D.A. F.D. Methodology: D.A. F.D. F.P.J. Data collection: F.D. Formal
Analysis: D.A., F.P.J. F.D. Writing-Review and Editing: D.A. F.P.J. F.D.
All authors have read and agreed to the published final version of the manuscript

Institutional Review Board Statement: Ethical review and approval were waived for this study, due to the
research does not deal with vulnerable groups or sensitive issues.

Data Availability Statement: the data presented in this study are available on request from the corresponding

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author. Data are not publicly available due to privacy.

Conflict of Interest: The authors declare no conflict of interest

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