CHAPTER II

Review of Related Literature

This chapter presents a review of related literature and related studies of the

motivational factors of senior high school students.

Related Literature

Self-Efficacy

Self-efficacy in education refers to a learner's willingness to try, persevere, and

succeed at a task. If they fail, there are two probable reasons: they may lack the

necessary skills to succeed, or they may have the necessary skills but lack the sense of

efficacy to put them to use. These self-perceptions of their abilities influence how people

think, act, and feel (Cherry, 2018). Cussó-Calabuig, Farran, and Bosch-Capblanch (2018)

reaffirm the importance of self-efficacy in predicting student online learning outcomes,

stating that self-efficacy in ICT has a significant impact on one's academic results in the

online environment.

Moreover, the level of self-efficacy among students appears to be highly affected

by the approaching paradigm shift. Many students are still at a loss when they shift to

full-time online schooling as a preventative strategy against the coronavirus pandemic

(Key, 2020). However, individuals with low overall self-efficacy had more difficulties

completing tasks than those with higher documented levels. People with low self-

efficacy were more likely to compare themselves negatively to others, limiting their

ability to improve their self-efficacy levels (Hsu & Wilde, 2020). In contrast to Estira

(2020), students are highly motivated to learn online, but they cannot use online tools

and self-efficacy in online communication. Thus, students still lack the necessary skills to
use technology tools or software for instructional objectives despite their familiarity with

social networking site. Thus, Batt and Bahadur (2020) aim to determine the relationship

between students' self-efficacy and achievement motivation among college students.

There is a relation between "self-efficacy and self-esteem and motivation," and there is

a weak relation between "self-esteem and achievement motivation" among college

students. On the other hand, there is a connection between "self-efficacy and self-

motivation and motivation, there's also a possibility that they will carry out successfully.

Academic Motivation

Academic motivation is a student's desire (as reflected in his or her approach,

persistence, and level of interest) regarding academic subjects. It is what students

needs enable to work hard and study well in every subjects and projects. It is like how

persistent they are in facing every obstacles they are encountering.

Academic motivation is the motivating relationship of primary ideas, workability,

and primary attributes of academic motivation . According to Blaskova, Lepczyk,

Hrinikova, and Blasko (2019) there are sustainable motivation defined from five

perspectives: (a) as the most prominent part of conscious behavior; (b) as the

beginning tip of behavior; (c) as the pedal of behavior and growth; (d) as the action;

and (e) as the resulting amount of all motivational actions at any higher levels of

educational institutions.

Munroe (2021) explained that online education was the most effective alternative

to give continuous work and development even at home during a pandemic. Motivation

is the most fundamental thing to a successful student learning for their new kind of

educational experience. Furthermore, measurements for motivation are divided into

three parts; participation, attendance, and academic performance.

According to many interpretations, motivation might be anchored in the basic

urge to reduce physical discomfort and increase pleasure. It involves particular demands

such as eating and relaxing or be linked to less obvious motives such as altruism,

selfishness, and morality or avoiding mortality. Motivation should not be mistaken with

either volition or optimism from a conceptual standpoint (Arellano, 1998; Bakar, 2016).

Motivation is connected to, but not the same as, emotions.

Abu Bakar et al. (2010) investigated the links between achievement motivation,

attitude, and academic performance among Malaysian university students. Their

research aimed to determine the connections between achievement motivation, attitude,

and academic accomplishment in pupils. A structured questionnaire was distributed to

1484 University students drawn from five faculties using cluster sampling. The data

collected was evaluated using correlation and regression analysis. Their findings

demonstrated a substantial positive link between students' attitudes toward learning and

accomplishment motivation. The study also discovered a beneficial relationship between

students' attitudes and academic success. On the other hand, the study suggested that

there is a low and negative association between students' achievement motivation and

their academic performance.

Remali et al. (2013) researched understanding academic performance among

university students based on demographic characteristics, motivation factors, and

learning styles in a related study. Their research aims to identify the primary factors that

promote academic accomplishment among first-year accounting students at University

Tenaga Nasional with 170 respondents were given a standardised questionnaire. The
obtained data were evaluated using Spearman Correlation. According to the findings of

their study, there is a significant association between motivating elements and students'

academic achievement. The findings also demonstrated that the usage of learning

techniques directly impacted students' academic achievement. Similarly, their data

suggested no association between gender and the past academic experience of learners.

Study on high school students' success motivation, academic self-concept, and

academic accomplishment was the primary goal of Emmanuel et al. (2014) research

investigating high school students' accomplishment motivation and the link between

achievement motivation and self-concept and academic achievement. The needed

respondents were chosen using a stratified random sampling approach. The research

included 120 students in total. The respondent's information was gathered using a

structured questionnaire. Data were obtained and evaluated utilising percentages and

correlation analysis. Their study found that there was a link between self-concept and

academic achievement in students. The studies also revealed a favourable relationship

between achievement motivation and academic performance in kids. The association,

however, was determined to be statistically negligible.

Veena and Shastri (2013) researched the success motivation of college students.

The study's objectives are to examine success motivation in pure and applied science

students, investigate accomplishment motivation variations between high and low

achievers, and identify achievement motivation based on gender disparities. A

questionnaire was given to 656 undergraduate students, 305 of whom were males, and

351 of whom were girls. The study's outcomes demonstrated a significant variation in

achievement motivation between pure science and applied science students. However,

the study showed no significant difference in accomplishment motivation between high

significantly in achievement desire. Rehma and Haider (2013) explored the influence of

motivation on the learning of secondary school pupils in Karachi, Pakistan, in similar

research. The study's primary goal was to investigate the impact of motivation on

student learning. A closed-ended questionnaire was distributed to 40 pupils and 40

instructors. The data obtained was examined using a basic percentage approach. The

study's findings demonstrated that an effective educational technique increased student

motivation. The data also showed that rewarding and punishing pupils increased their

drive to study. Furthermore, pupils reported that the allure of a prize for completing a

particular job drove them to learn.