Authors : Ailyn E. Ereno; Manuel V. Estera

Volume/Issue : Volume 10 - 2025, Issue 12 - December

Google Scholar : https://tinyurl.com/3skmr3t8

Scribd : https://tinyurl.com/w936br5k

DOI : https://doi.org/10.38124/ijisrt/25dec378

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Abstract : This research evaluates the influence of Intrinsic and Extrinsic Motivational Factors on the Socio-Emotional Development of Senior High School students in Gubat National High School. The research participants are the Grade 11 and 12 students of Senior High School. This study aimed to determine the intrinsic and extrinsic motivational factors, the level of socio-emotional development of SHS, the influences of intrinsic and extrinsic motivational factors on the socio- emotional development and the challenges encountered by the SHS students in their socio-emotional development. Through mixed method approach, the research collected information from Grade 11 and 12 students coming from Senior High School using interviews, questionnaire, and document analysis. Findings revealed that intrinsic motivation, characterized by autonomy (M = 3.93), relatedness (M = 4.03), and mastery (M = 4.08), emerged as the dominant driver of students’ socio-emotional growth, reflecting their strong internal orientation toward self-direction, meaningful connections, and personal improvement. Extrinsic motivation, though secondary, still contributed to development, particularly through monetary rewards (M = 3.87), while social status (M = 2.52) and academic recognition (M = 2.99) exerted weaker influence. Students demonstrated high levels of socio-emotional competence, with notable strengths in self-awareness (M = 3.99), social awareness (M = 3.85), and self-management (M = 3.84), enabling them to regulate emotions, establish boundaries, and cope with stress. Despite these strengths, challenges rooted in academic workload, performance pressure, and internal struggles such as low self-esteem and emotional repression were identified as significant threats to student well-being. The study revealed that Senior High School students face diverse socio-emotional challenges, mainly academic, emotional, and interpersonal. Academic struggles ranked first (Sum of Ranks = 103), showing difficulty in balancing school demands with emotional stability, followed by pressure to perform (108, Rank 2) driven by external expectations. Low self- esteem (121, Rank 3) and emotional repression (162, Rank 4) reflected internal emotional struggles, while feeling alienated (170, Rank 5) and miscommunication with peers (174, Rank 6) highlighted social concerns. Lesser challenges included impulsiveness (178, Rank 7), conflict with classmates (197, Rank 8), and identity confusion (200, Rank 9), with heartbreak (237, Rank 10) least reported. Overall, findings indicate that academic pressure and internal emotional struggles are the most prevalent socio-emotional challenges, underscoring the need for targeted support to enhance students’ emotional resilience and well-being. The results indicated that intrinsic and extrinsic motivational factors had a positive influence on students’ socio- emotional development. It contributes to a better understanding of the motivational factors in improving socio-emotional development among Grade 11 and 12 students and develop innovative interventions to address the identified challenges in their socio-emotional development thereby harnessing the positive impact of intrinsic and extrinsic motivational factors on SHS students.

Keywords : Intrinsic, Extrinsic, Motivational Factors, Socio-Emotional Development, Senior High School.

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