DRIVEN TO ACHIEVE: INTRINSIC MOTIVATION AND SELF-WORTH AS PREDICTORS OF ACADEMIC ACHIEVEMENT

Education

This study aimed to determine the influence of intrinsic motivation and self-worth on the academic achievement of Grade 6 learners in selected elementary schools in Loreto, Agusan del Sur during the School Year 2025–2026. The study employed a quantitative descriptive-correlational research design utilizing adopted survey questionnaires and documented academic records as the primary sources of data. The respondents of the study were the 134 Grade 6 learners selected through total population sampling. The data were analyzed using mean, Pearson Product–Moment Correlation (Pearson r), and multiple linear regression analysis. The findings revealed that intrinsic motivation was generally manifested across all domains, indicating that learners were internally motivated to learn, accomplish academic tasks, and participate actively in learning activities. Self-worth was likewise positively manifested among the respondents, suggesting that learners generally possessed positive perceptions of their competence, family support, personal value, and confidence. Furthermore, the learners demonstrated satisfactory academic achievement based on their academic performance records. The results further showed that intrinsic motivation had a significant positive relationship with academic achievement, while self-worth also demonstrated a significant positive relationship with academic achievement. Moreover, regression analysis revealed that intrinsic motivation to know and intrinsic motivation toward accomplishment significantly predicted academic achievement. Likewise, among the dimensions of self-worth, academic competence and family support significantly predicted learners’ academic achievement. This suggests that learners’ internal motivation and positive self-perception play important roles in shaping their academic performance and educational development. Therefore, strengthening learners’ intrinsic motivation, academic confidence, and family support is recommended to further improve learners’ academic achievement and overall educational growth.

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