Essay On Conscientiousness

Motivation is the reason or set of reasons for participating in an activity and the reasons could be basic needs, an object or a goal (Olsson, F. M., 2008). Conscientiousness is the extent to which one is achievement goal-oriented, dependable, organized, dutiful, and responsible (Goldberg, 1990). Conscientiousness people have a tendency to carry out tasks in a careful manner until their completion (Tross, Harper, Osher, & Kneidinger, 2000). These tendencies have demonstrated a positive relationship with academic success (Digman, 1990, Tross et al., 2000; Wolfe & Johnson, 1995) and occupational performance (Barrick, Mount, & Judge, 2001). This could mean that a person’s motivation can affect the results of what that person is doing whether it

The two examples both have instrumentalities in where the first example only comply to requirements while the second one is on the person’s own will and feeling of choice. The two example behaviors have motives and goals and yet they vary in their relative autonomy. In the research of (Ryan & Deci, 2000), they stated that the extrinsic motivation have three types. First is the external regulation in which a person performs or moves to meet or satisfy a need or to obtain rewards. The most pressured and controlled type of motivation is the external regulation (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009; Olsson, 2008, p. 147). Externally regulated students feel obliged to study because of external pressures such as avoiding punishment, rewards or to meet the expectation of others (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009; Xie, Debacker, & Ferguson, 2006; Olsson, 2008, p. 147). The rewards and incentives given out by the teachers can also be used as tools to motivate students (Bowman, 2007). The second type is the introjected regulation, as stated by (Nicholls, 1984; Ryan, 1982), a person acts to maintain or improve his/her self-esteem and feelings of worth. Lastly is the most autonomous type of extrinsic motivation

Academic performance is also a complex student behavior that consists of several sub-abilities such as memory, previous knowledge, or aptitude and as well as psychological factors such as motivation, interests, temperaments or emotions (Deary, I. J., Whiteman, M. C., Starr, J. M., Whalley, L. J., & Fox, H. C., 2004). Research findings state that certain characteristics such as motivation, learning styles and self-esteem are factors affecting academic achievement. From the many personal psychological variables of a person, motivation is the leading variable in the area of academic achievement (Tella, 2003). Motivation in academic setting and its impact on academic performance is an essential part of effective learning of students. Findings of the study by Tella, A. (2007) implicates that difference in academic motivation level affects academic achievement. It stressed out that highly motivated students perform better than those who are not motivated enough. A relationship with peers is important to a child’s growth. Findings say that children who have a positive relationship with their peers are more likely to engaged and excel in academic tasks (Wentzel, K. R., 2005). The social competences of children are also positively related to their academic performances throughout their school years (Wentzel, 2003). Findings by the General Emilio Aguinaldo National