Abstract
As in many countries, public school students in the Philippines have lower levels of achievement compared to private school students. We study whether there is a motivation gap related to this achievement gap by assessing a range of motivational constructs (sense of self, facilitating conditions, and achievement goals) drawn from personal investment theory of motivation, and examining how these constructs predict various school outcomes. Filipino students (N = 1,694) enrolled in high school Chemistry from private and public high schools participated in the study. Multivariate Analysis of Variance indicated that public school students reported less support for schooling from their social groups, lower academic related self-concept, and lower achievement goals compared to private school students. Multiple regression analyses indicated that motivational variables explained a significant amount of variance in achievement and school engagement.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ames, C. (1992). Classroom goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261–271.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
Benito, N. V. (2013). NCAE Overview. Presentation during the National Conference on the Administration of the NCAE. Pasig: Department of Education, National Educational Testing and Research Center.
Bernardo, A. B. I. (2003). Do Filipino youth really value education? Exploring Filipino adolescents’ beliefs about the abstract and pragmatic value of education and its relationship to achievement goals and learning strategies. Philippine Journal of Psychology, 36(2), 49–67.
Bernardo, A. B. I. (2008). Individual and social dimensions of Filipino students’ achievement goals. International Journal of Psychology, 43, 886–891.
Bernardo, A. B. I., & Ismail, R. (2010). Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines. Social Psychology of Education, 13, 385–407.
Bernardo, A. B. I., Salanga, M. G. C., & Aguas, K. M. C. (2008). Filipino adolescents’students conceptions of learning goals. In O. S. Tan, D. M. McInerney, A. D. Liem, & A.-G. Tan (Eds.), What the West can learn from the East: Asian perspectives on the psychology of learning and motivation (pp. 169–190). Greenwich, CT: Information Age Publishing.
Bong, M. (2001). Between-and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Educational Psychology, 93(1), 23–34.
Carbonaro, W., & Covay, E. (2010). School sector and student achievement in the era of standards based reforms. Sociology of Education, 83, 160–182.
Chua, Y. T. (2000). Overextended and underfunded, public schools are at the bottom of the academic ladder. Retrieved from http://www.pcij.org/imag/Society/education.html.
Chua, Y. T. (2008). Inequalities in RP deprive kids of basic education—UNESCO. Retrieved from http://www.gmanews.tv/story/136688/Inequalities-in-RP-deprive-kidsof-basic-education.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54.
Coulson, A. J. (2009). Comparing public, private, and market schools: The international evidence. Journal of School Choice, 3, 31–54.
Dela Rosa, E. D., & Bernardo, A. B. I. (2013). Are two achievement goals better than one? Filipino students’ achievement goals, learning strategies and affect. Learning and Individual Differences, 27, 97–101.
Ganotice, F. A., & Bernardo, A. B. I. (2010). Validating the factors of the English and Filipino versions of the sense of self scale. Philippine Journal of Psychology, 43, 81–99.
Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (2012). Testing the factorial invariance of the English and Filipino versions of the Inventory of School Motivation with bilingual students in the Philippines. Journal of Psychoeducational Assessment, 30, 298–303.
Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (2013). Adapting the facilitating conditions questionnaire (FCQ) for bilingual Filipino adolescents: Validating English and Filipino versions. Child Indicators Research, 6, 237–256.
Jimenez, E., Lockheed, M. E., & Paqueo, V. (1991). The relative efficiency of private and public schools in developing countries. The World Bank Research Observer, 6, 205–218.
Jimenez, E., Paqueo, V., & de Vera, M. L. (1988). Student performance and schools costs in the Philippines’ high schools. Policy, Planning, and Research Working Papers, Population and Human Resources Department, The World Bank. Washington, DC: World Bank.
Khattri, N., Ling, C., & Jha, S. (2010). The effects of school-based management in the Philippines: An initial assessment using administrative data. Policy Research Working Paper, Independent Evaluation Group, The World Bank. Washington, DC: World Bank.
King, R. B., Ganotice, F. A., & McInerney, D. M. (2012a). Cross-cultural validation of the sense of self (SoS) scale in Chinese and Filipino settings. Child Indicators Research, 5, 719–734.
King, R. B., McInerney, D. M., & Watkins, D. A. (2012b). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749–776.
King, R. B., McInerney, D. M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education, 28(4), 1505–1523.
King, R. B., & Watkins, D. A. (2012). Cross-cultural validation of the five-factor structure of social goals: A Filipino investigation. Journal of Psychoeducational Assessment, 30, 181–193.
Lockheed, M., & Jimenez, E. (1994). Public and private secondary schools in development countries: What are the differences and why do they persist? ESP Discussion Paper Series. Washington: Education and Social Policy Department, The World Bank.
Lockheed, M. E., & Zhao, O. (1993). The empty opportunity: Local control and secondary school achievement in the Philippines. International Journal of Educational Development, 13, 45–62.
Maehr, M. L., & Braskamp, L. A. (1986). The motivation factor: A theory of personal investment. Lexington: Lexington Books.
Maehr, M. L., & McInerney, D. M. (2004). Motivation as personal investment. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 61–90). Greenwich: Information Age Publishing.
Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365.
McInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 595–612.
McInerney, D. M., & Liem, G. A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan, S. A. Karabenick, & E. De Groot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 213–241). Greenwich, CT: Information Age Publishing.
McInerney, D. M., Yeung, A., & Dowson, M. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046–1066.
McInerney, D. M., Yeung, S. Y., & McInerney, V. (2001). Cross-cultural validation of the Inventory of School Motivation (ISM). Journal of Applied Measurement, 2, 134–152.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. The American Psychologist, 55, 68–78.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection. Educational and Psychological Measurement, 69, 493–525.
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111–133.
Villavicencio, F. T., & Bernardo, A. B. I. (2013). Positive academic emotions moderate the relationship between self-regulation and achievement. British Journal of Educational Psychology, 83, 329–340.
Virola, R. A. (2009). Will Pinoy students be survivors or will they be voted out? Retrieved from http://www.nscb.gov.ph/headlines/StatsSpeak/2009/071309_rav_educ.asp.
Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park: Sage.
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59–68.
World Bank (2012). World development indicators. Retrieved from http://data.worldbank.org/indicator/SE.TER.ENRR.
Yamauchi, F. (2005). Why do schooling returns differ? Screening, private schools, and labor markets in the Philippines and Thailand. Economic Development and Cultural Change, 53, 959–981.
Acknowledgments
This research was supported by a Faculty Development Program Grant to the second author given by the Philippine Commission on Higher Education (CHED).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Bernardo, A.B.I., Ganotice, F.A. & King, R.B. Motivation Gap and Achievement Gap Between Public and Private High Schools in the Philippines. Asia-Pacific Edu Res 24, 657–667 (2015). https://doi.org/10.1007/s40299-014-0213-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40299-014-0213-2