Testing This

TRINITY UNIVERSITY OF ASIA (formerly Trinity College
of Quezon City)
CHAPTER I
The Problem and Its Background
Introduction
Parents and families have the most direct and lasting impact on children's learning and
development of social competence. When parents are involved, students achieve more, exhibit
more positive attitudes and behavior, and feel more comfortable in new settings. (National
Dropout Prevention Center/Network, 2003). However, more than a decade of research on
children raised in institutions shows that "neglect is awful for the brain," without someone who is
a reliable source of attention, affection and stimulation, "the wiring of the brain goes awry." The
result can be long-term mental and emotional problems (Nelson, 2014).
Developmental psychologists have long been interested in how presence and absence of
parents impact on child development. Throughout, the life span parental presence and warmth
affects ones mental health; and its capabilities for survival in the society. Child needs love, care,
and affection from his or her parents, who play vital role in his/her life for nourishment and
personality building. Parents nourish their children and help them to cope in difficult life
situations (Coleman & Hendry, 1999) related to their school problems, studies, or fight with
friends etc. (Cyrulnik, 2010). It is very much difficult for children to live a happy and normal life
after the death of parents due to certain mental health pressures like stress, anxiety and loneliness
(Atwine et al., 2005). As traumatic parental loss presents an undeniable risk factor for
maladaptive outcomes, their self-esteem and academic motivation could probably be affected
since they do not receive any support they need from their biological parents (Kiirya, 2005).
Cathedral Heights, 275 E. Rodriguez, Sr. Avenue, Quezon City, Philippines 1102
P.O Box 10363 Broadway Centrum, Quezon City, Philippines
Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

of Quezon City)
United Nations Children's Fund (2010) estimates that there are 1.8 million orphans in the
Philippines. Many other children live without permanent parental care as a result of
abandonment or relinquishment. The primary cause being the extreme poverty that persists in the
country, which makes it difficult for parents to care for their children. Moreover, most orphans
are placed under the custody of a social institution called orphanage. Orphanages serve as a
secondary home to orphans and are devoted to care for their social, emotional, cognitive and
developmental needs. It is usually government funded or raised by private individuals or
charities.
Institutional care is often examined through the problematic psychosocial functioning of
children. The age distribution of orphans was fairly consistent across countries, with
approximately 12% of orphans being 05 years old, 33% being 611 years old and 55% being
1217 years old. It has been found that developmental processes inside the institution, when
enhanced with length of time, can make for blocked cognitive activity and limiting patterns of
cultural expression. Similarly, Dowdney et al. (2007) show that children raised in institutions can
demonstrate that they will be less sensitive to their own children's needs later. Poor caregiving,
lack of stimulation and the absence of a consistent caregiver have been implicated in the negative
outcomes among institutionalized children, orphanage placement puts young children at
increased risk of serious infectious illness and delayed language development. A study of Ahmad
et al. (2008) found that orphans were more likely to be anxious, depressed and display anger and
showed significantly higher feelings of hopelessness and suicidal ideation, research indicates
that depression onset is occurring earlier in life today than in past decades. The early-onset
depression often persists, recurs and continues into adulthood and indicates that depression in

of Quezon City)
youth may also predict more severe illness in adult life; also anxiety symptoms and disorders are
ranging from a simple adjustment disorder to more difficult and debilitating disorders such as
panic disorder and post-traumatic stress disorder.
Childhood orphanhood is considered a major risk factor for poverty in adulthood,
through, among other channels, shortfalls in human capital investments in children (Dercon,
2007). In addition to this, orphanhood is expected to influence health outcomes and schooling
although there are multiple potential pathways of this effect. Overall psychological health of
these orphaned children has been the subject for various researches specifically those that are
related to their psychosocial development.
One possible aspect of development that could be affected is self-esteem. According to
Dr. Nathaniel Branden, self-esteem is the experience of being competent to cope with the basic
challenges of life and of being worthy of happiness. It plays a big impact on the whole
personality of developing children. Young children have relatively high self-esteem, which
gradually declines over the course of childhood (Robins & Trzesniewski, 2008). Children need to
be esteemed by parents and primary caregiver (Green, 2006).
According to Mark Leary (2003) ones Self-Esteem feelings are like fuel gauge that alerts
people when threat of social rejection is present and motivating them to act with greater
sensitivity to others expectations. Several studies confirmed that social rejection lowers ones
self esteem and makes people more eager for approval.
Self-esteem may affect both social skills and the desire to communicate. The type and
amount of behavior emitted by extraverts and subjects with high self-esteem differed from

of Quezon City)
behavior emitted by introverts and subjects with a moderate self-esteem. (Jonsson, 2006).
Peoples self-evaluation, whether explicit or implicit, are presumably formed through
interaction with significant others. Parenting style should then be regarded as an important
aspect in this formation. Same may apply to caregivers and teachers. The failure of external
observers, in correctly identifying the level of extraversion and self-esteem of subjects, raises
some questions concerning miscommunication and misinterpretations between interactants.
Miscommunication does not only include its standard meaning such as a lacking, defect and
violation of communication rules, but also mismatching interpretation, as well as
misrepresentation of information (Anolli, 2006).
Another aspect of development that could be affected is academic motivation. The
motivation to maintain and enhance a positive conception of one-self has been thought to be
pervasive, even universal (Mruk, 2006). Academic motivation is the desire to learn and willingly
engage to learning activities. There are different types of motivation based on the different
reasons or goals that give rise to an action. The most basic distinction is between intrinsic
motivation, which refers to doing something because it is inherently interesting or enjoyable, and
extrinsic motivation, which refers to doing something because it leads to a separable outcome.
Meanwhile, amotivated individuals do not perceive contingencies between their actions and the
outcome of their actions. They experience feelings of incompetence and lack of control (Deci &
Ryan, 1985).
Furthermore, the Self-Determination Theory (SDT) supports the concept of academic
motivation and added that self determination is the motivation behind the choices that people
make without any external influence and interference. SDT focuses on the degree to which an

of Quezon City)
individuals behavior is self-motivated and self-determined. (Deci & Ryan, 2002).
One theory that has relation to the study is the attachment theory. Stemmed from the
attachment theory (Bowlby, 1991) was a finding that a child can be hindered in its natural
tendency to form attachments. Some babies are raised without the stimulation and attention of a
regular caregiver, or locked away under conditions of abuse or extreme neglect. The possible
short-term effects of this deprivation are anger, despair, detachment, and temporary delay in
intellectual development. Long-term effects include increased aggression, clinging behavior,
detachment, psychosomatic disorders, and an increased risk of depression as an adult.
Many researches have been done on orphan children in various parts of world (Atwine, et
al., 2005), but research on combination of these variables is sparse. In line with this, the
researchers would like to identify whether orphans and non orphans self-esteem and academic
motivation is significantly related.
The researchers want to have an implications for understanding the emotional state of
mind and development of the children living in orphanages as compared to those who are living
with both parents, believing that this will apprise everyone concerning the real needs of orphans
and non-orphans and how these needs can be satisfied. Numerous researches had been done but
not exactly at the scale of the 2 psychological domains used in the study. The researchers hope to
shed light at the bigger picture of the current situation of the orphans locally. The researchers
believe that this research will help orphan strengthen their self-worth, experience fulfillment,
make appropriate choices, respond effectively to change and be able to live a normal life; while
as for the non-orphans, this study may help them have a better relationship with their family, and

of Quezon City)
help them realize the importance of having parents as they grow up.
Theoretical Framework
This study will utilize the following theories as framework of the study.
Self-esteem is a positive or negative orientation toward oneself; an overall evaluation of
one's worth or value. People are motivated to have high self-esteem, and having it indicates
positive self-regard, not egotism. Self-esteem is only one component of the self-concept, which
Rosenberg defines as "totality of the individual's thoughts and feelings with reference to himself
as an object." Besides self-esteem, self-efficacy or mastery, and self-identities are important parts
of the self-concept. Rosenberg's work examined how social structural positions like racial or
ethnic statuses and institutional contexts like schools or families relate to self-esteem.
However, Carl Rogers (1951) viewed the child as having two basic needs: positive regard
from other people and self-worth. How others think about their selves, their feelings of selfworth are of fundamental importance both to psychological health and to the likelihood that they
can achieve goals and ambitions in life and achieve self-actualization. Self-worth may be seen as
a continuum from very high to very low. For Carl Rogers (1959) a person who has high selfworth, that is, has confidence and positive feelings about him or herself, faces challenges in life,
accepts failure and unhappiness at times, and is open with people. A person with low self-worth
may avoid challenges in life, not accept that life can be painful and unhappy at times, and will be
defensive and guarded with other people. He believed feelings of self-worth developed in early
childhood and were formed from the interaction of the child with the mother and father. As a

of Quezon City)
child grows older, interactions with significant others will affect feelings of self-worth. Likewise,
he also believed that people need to be regarded positively by others; they need to feel valued,
respected, treated with affection and loved.
Positive regard has to do with how other people evaluate and judge them in social
interaction. Rogers made a distinction between unconditional positive regard and conditional
positive regard. Unconditional positive regard is where parents and significant others accept and
love the person for what he or she is. Positive regard is not withdrawn if the person does
something wrong or makes a mistake. The consequences of unconditional positive regard are
that the person feels free to try things out and make mistakes, even though this may lead to
getting it worse at times. People who are able to self-actualize are more likely to have received
unconditional positive regard from others, especially their parents in childhood. Additionally,
conditional positive regard is where positive regard, praise and approval depend upon the child,
for example, behaving in ways that the parents think correct. Hence the child is not loved for the
person he or she is, but on the condition that he or she behaves only in ways approved by the
parent(s). At the extreme, a person who constantly seeks approval from other people is likely
only to have experienced conditional positive regard as a child.
In terms of academic motivation, Deci & Ryan (2000) in Self-Determination Theory
(SDT) proposed a theory of motivation that is concerned with supporting our natural or intrinsic
tendencies to behave in effective and healthy ways. SDT articulates a meta-theory for framing
motivational studies, a formal theory that defines intrinsic and varied extrinsic sources of
motivation, a description of the respective roles of intrinsic motivation and types of extrinsic
motivation in cognitive and social development and in individual differences.

of Quezon City)
The critical component of the theory concerns the degree to which individuals fulfill their
basic psychological needs; the more they attain these basic psychological needs, the more their
behavior is self-determined. The three needs are autonomy, competence and relatedness.
Autonomy is defined as freedom of choice, competence as perceived self-belief in ones ability
to perform well in an activity and relatedness as sense of shared experience.
Humans are designed to form an attachment since birth to a caregiver. Attachment theory
is the joint work of John Bowlby and Mary Ainsworth (Ainsworth & Bowlby, 1991 ). Drawing
on concepts from ethology, cybernetics, information processing, developmental psychology, and
psychoanalysts, John Bowlby formulated the basic tenets of the theory. He thereby
revolutionized our thinking about a childs tie to the mother and its disruption through
separation, deprivation, and bereavement. Bowlby believed that the earliest bonds formed by
children with their caregivers have a tremendous impact that continues throughout life. He
suggested attachment also serves to keep the infant close to the mother, thus improving the
child's chances of survival. Children who are securely attached as infants tend to develop
stronger self-esteem and better self-reliance as they grow older. These children also tend to be
more independent, perform better in school, have successful social relationships, and experience
less depression and anxiety (Bowlby, 1969).

of Quezon City)
Conceptual Framework
SOCIAL
INSTITUTION
ORPHANS
BIOLOGICAL
FAMILY
NONORPHANS
ACADEMIC
MOTIVATION
SELF-ESTEEM
EXTRINSIC
MOTIVATION
INTRINSIC
MOTIVATION
Figure 1. Conceptual Framework


of Quezon City)
Figure1 intended to find out independent variable orphans and non-orphans significant
difference and its relationship to self-esteem and academic motivation as an underlying variables.
Statement of the Problem:

The study aims to determine the difference and relationship in self esteem and academic
motivation between orphans and non-orphans.
Specifically, this study will attempt to answer the following:
1. What is the level of Self-Esteem among the respondents that will be measured by
Self-Esteem Inventory?
2. Is there a significant difference between the orphans and non-orphans level of Selfesteem?
3. What is the level of Academic Motivation among the respondents that will be
measured by Elementary School Motivation Scale?
4. Is there a significant difference between the orphans and non-orphans level of
Academic Motivation?
5. Is there a significant relationship between the self-esteem and academic motivation
among orphans and non-orphans?
Hypothesis:
The following hypotheses are formulated by the researchers:
1. There is no significant difference in the orphans Self-Esteem when compared to
non-orphans.
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of Quezon City)
2. There is no significant difference in the orphans Academic Motivation when
compared to non-orphans.
3. There is no significant relationship between Self-Esteem and Academic Motivation
among orphans and non-orphans.

Definition of Terms
In order to clearly understand the terms that will be used in the study, the researchers will
provide an operational definition of the following:
Orphan refers to a person whose biological parents are dead, deceased or otherwise
unwilling or unable to support and take care of them. They are usually taken care of in a social
institution to provide their essential needs for their everyday living.
Non orphan refers to a person who still lives with the biological family regardless of who
the caregiver and is supported with physical, emotional, mental needs.
Self-esteem is a term used in psychology to reflect a person's overall emotional evaluation
of his or her own worth. It is a judgment of oneself as well as an attitude toward the self. This
will be measured using the Rosenbergs Self-Esteem Scale which is a 10-item scale that
measures global self-worth by measuring both positive and negative feelings about the self. The
scale is believed to be uni-dimensional. All items are answered using a 4-point Likert scale
format ranging from strongly agree to strongly disagree.
Academic motivation is a student's desire (as reflected in approach, persistence, and level
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of interest) regarding academic subjects when the student's competence is judged against a
standard of performance or excellence. In this study, this will be measured by Elementary School
Motivation Scale (ESMS) wherein there are a total of 27 questions assessing academic selfconcept in math, reading and writing. It will also determine the preferred specific type of
academic motivation of the children. The following types are:
Intrinsic motivation refers to the behavior that is driven by internal rewards. In other words,
the motivation to engage in a behavior arises from within the individual because it is intrinsically
rewarding.
Extrinsic motivation refers to behavior that is driven by external rewards such as money,
fame, grades, and praise. This type of motivation arises from outside the individual, as opposed
to intrinsic motivation.
Scope, Delimitations and Limitations
The scope of the study among orphans and non-orphans will only focus on the
relationship between self-esteem and academic motivation of both groups. Other variables that
might also be affected by the independent variable will not be included anymore. This study will
only be limited to the chosen orphanage in Metro Manila and grade school pupils of Trinity
University of Asia. It will only cover children aged 8-12 years, wherein the test questionnaires to
be used in this research will be applicable to the selected participants.
Significance of the Study
The researchers believe that this study will benefit and be of significant help to:
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of Quezon City)
To orphans. This study is for the utmost benefit of the orphans locally. Orphans will have a
good grasp of their current situation. The programs that will be built from the findings of this
study will improve and develop their psychosocial aspect as well as their social situation.
To teachers. This study could give teachers strategies that will motivate the students in
doing their schoolwork, giving positive feedback that may boost their self-esteem and activities
that could also contribute to the development of the childrens social personalities.
To students. This will benefit them to understand their classmates especially when one has
been living in an institution wherein he/she lacks parents support. They could help them to cope
with things and make him/her feel that he/she still have friends to lean on.
To parents. They will be able to know how they could be an impact on their childs selfesteem and academic motivation. This study will also show how important the role of the parent
is.
To social workers. This study may give social workers and other institutions a reference to
build programs that may address the needs of the orphans and be able to improve in handling of
cases of orphaned children.
To Caregivers. This study may help caregivers of children to know how to handle child
correctly.
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To psychology. This study may shed light to some of the psychosocial domains of the child
orphans and may give psychology a reliable basis for further researches for any developments it
will incur in the future.
To society. This may be of help to the society to be aware of the what child orphans
experiences in everyday living.
To future researchers. This study may also provide information to the future researchers
about orphans and non orphans. This study can also be utilized as their reference to support their
future study related to this research. This would also help them to develop ideas and expand the
scope of their research.
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of Quezon City)
CHAPTER II
Review of Related Literature and Studies
This chapter presents the different related literature and studies about the relationship of
self-esteem and academic motivation among orphans and non-orphans.
Related Literature
Orphanages cannot replace the loving care of family and too often to meet the social,
emotional, cognitive and developmental needs of children and youth. An orphan is defined as a
child that has lost one or both parents. The loss of one parent classifies a child as a single
orphan and the loss of both parents as a double orphan. Children raised in biological, foster
and adoptive families demonstrate better physical, intellectual, and developmental outcomes as
compared to children living in an institutional care (Bunkers et al., 2014).
Maternal orphan is referred to a child who has lost their mother and paternal orphan is
referred to a child who has lost their father. Social orphans are children who are living without
parents because of abandonment or because their parents gave them up as a result of poverty,
alcoholism or imprisonment, etc (Dillon, 2008). Children in foster care face a challenging
journey through childhood. In addition to the troubling family circumstances that bring them into
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state care, they face additional difficulties within the child welfare system that may further
compromise their healthy development (Harden, 2004).
Young children have relatively high self-esteem, which gradually declines over the course
of childhood. Researchers have speculated that children have high self-esteem because their selfviews are unrealistically positive. As children develop cognitively, they begin to base their selfevaluations on external feedback and social comparison, and thus form a more balanced and
accurate appraisal on their academic competence, social skills, attractiveness, and other personal
characteristics (Robins & Trzesniewski, 2008).
There are several effects of orphanhood to children,. Children with abandonment issues
may have difficulty expressing their emotions furthermore children who have experienced
parental abandonment may also have difficulty sharing their feelings. They tend to keep their
emotions bottled up and lack the trust necessary to share their true selves with others. Because
lack of secure attachment with a parent early in life, they become very clever at connecting
superficially with parent figures in their world. Children with abandonment issue have high risk
to develop a poor self-esteem and a sense of shame surrounding the parents absence. They may
even question whether they could have contributed to the absence, whether they somehow
deserved to be abandoned, or whether the absent parent believes he or she is better off without
the burden of a child (Aronson, 2010).
Self esteem is a generalized evaluative attitude toward the self that influences both moods
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and behavior and that exerts a powerful effect on a range of personal and social behaviors (Segal,
1988). Simon and Schuster (1997) found self esteem as a disposition to experience oneself as
being competent to cope with the basic challenges of life; of being worthy of happiness by
having confidence in his/her ability to learn, make appropriate choices and decisions; respond
effectively to change; experience and success, achievement, fulfillment, happiness, are right and
natural for him/her. It may be argued that, if one has a positive belief system about ones self, one
will have a positive self-esteem. On the other hand, if one views oneself as worthless, one will
have a negative self-esteem (Mazhar, 2004). Children with high self-esteem have a much closer
relationship with their parents than do children with low self esteem. (Kernis, 2000). Felson and
Zielinski (1989) stated that there may be a reciprocal effect between parental support and selfesteem among children. The results also showed that parents supportive behavior, as measured
by children's report affects the self-esteem of children but that self-esteem also affects how much
support children report their parents give them. One recent study found that as family
cohesiveness increased, adolescents self-esteem increased over time (Baldwin & Hoffman,
2002) yet it is not the case of children who had lost their parent. Parental bereavement or loss
have been found to affect their self esteem (Farooqi & Intezar, 2009), confidence (Siegel et al.,
1990) and decisions related to future up comings (Amato & Juliana, 2001), further adolescents
who lost their parents were found to be significantly higher on measures of depression, anxiety,
and conduct disorder (Schuurman, 2003) in comparison to children living with their parents
(Mohanty & Newhill, 2005).
Self-esteem is a persons overall self-evaluation or sense of self-worth. One person may
have self-esteem that is highly contingent on doing well in school and being physically
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attractive, whereas another may have self-esteem that is contingent on being loved by God and
adhering to moral standards. The first person will feel high self-esteem when made to feel
smart and good-looking, the second person when made to feel moral. (Crocker & Wolfe, 2001)
In our society, young adult also wants to have a place to call home where their parents or family
is in there. But orphan hood or no home or families is a challenge for them to feel struggle at an
early age. Being alone creates a loss of self-esteem and security (Mattson, 2014). Early studies
documented the adverse effects that long-term institutional care had on young childrens
emotional, social, and cognitive development. Today, studies continue to affirm that orphanage
care is an unsatisfactory option for young children who cannot remain with their own families
(Goldfard et al., 2004).
The most important influences of the family environment on childrens development
come from the atmosphere in the home. One contributing factor to family atmosphere is whether
it is supportive and loving or conflict ridden. To understand the child in the family, people need
to look at the family environment - its atmosphere and structure (Papalia & Feldman, 2011). For
both genders, self-esteem is relatively high in childhood, drops during adolescence, rises
gradually throughout adulthood and declines in old age. Although both gender report similar
levels of self-esteem during childhood, a gender gap emerges by adolescence, such that
adolescent boys have higher self-esteem than adolescent girls (Robins et al., 2002).
According to Reasoner (2010) there is a general agreement that self-esteem includes
cognitive, affective, and behavioral elements. This has a connection to Bloom's (1976) idea about
the holistic view of a learner. Hewitt (2007) defines self-esteem as the affective or emotional
dimension of self-objectification. He states that the concept summarizes both positive and
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negative attitudes pupils may have towards themselves, and it appears to have a connection with
mood. This raises a question: how stable self-esteem is when we are assessing pupils' self-esteem
during their early years of education? Self-esteem starts to develop already at home before
children enter formal education. To enhance children's self-esteem, adults who are supervising
them need a strong and healthy self-esteem themselves.
Motivation is usually defined as an internal state that arouses, directs and maintains
behavior. Some explanations of motivation rely on internal, personal factors such as needs,
interests, and curiosity. Other explanations point to external, environmental factors rewards,
social pressure, punishment and so on. A classic distinction in motivation is between intrinsic and
extrinsic. Intrinsic motivation is the natural tendency to seek out and conquer challenges as we
pursue personal interests and exercise capabilities (Ryan & Deci, 2000). When we are
intrinsically motivated, the activity itself is rewarding. While as for extrinsic motivation, we are
not really interested in the activity for its own sake; we care only about what it will gain us. The
essential difference between intrinsic and extrinsic motivation is the person's reason for acting,
that is, whether the locus of causality for the action is inside or outside the person.
Academic motivation is a students desire (as reflected in approach, persistence, and level
of interest) regarding academic subjects when the students competence is judged against a
standard of performance or excellence (Wigfield & Eccles, 2002). Academic motivation is a
subtype of the general construct of effectance motivation, which is defined as the need to be
successful or effective in dealing with ones environment (Gresham, 1988).
The most controversial change during early adolescence may be the young persons
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increasing focus on peers. To the chagrin of parents and teachers, many adolescents give priority
to social activities with peers, peer acceptance and appearance rather than academic courses and
other organized activities. Further, early adolescents confidence in their physical appearance and
social acceptance is often a more important predictor of their self-esteem than is confidence in
their cognitive/academic competence (Eccles, 1999).
Children's conformity to their peers peaks during early adolescence, reflecting the
importance of social acceptance to youngsters of this age. Much has been written about how peer
conformity can create problems for early adolescents and about how "good" children often are
corrupted by the negative influences of peers (particularly by gangs). However, although
pressure from peers to engage in misconduct increases during early adolescence, the view that
peer groups are mostly a bad influence during this period is overly simplistic. More often than
not, early adolescents agree with their parents' views on important issues such as morality,
educational goals, politics, and religion, while peers have more influence on things such as dress
and clothing styles, music, and activity choice. In addition, adolescents usually seek out friends
who are similar to them (fellow athletes or honor students). Thus, they are likely to choose
friends whose views on important issues resemble those that are espoused at home. One expert
concludes that it is poor parenting that usually leads children to get in with a "bad" peer group,
rather than the peer group pulling a "good" child into difficulties.15 The peer group acts more to
reinforce existing strengths and weaknesses than to change adolescents' characteristics (Eccles,
1999).
Institutionalized children are lacking in psychological development from peers brought up
within families and the rate of these childrens development si slow. Their psychological and
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physical health has a number of negative features at all stages of their development.
(Shipitsnyna, 2008)
Parental loss or bereavement have also been found related to juvenile tendency as Draper
and Hancock (2011) found that youth who lost their parents lack guidance, warmth and support
therefore, felt inadequacy to fight odds of life transitions especially related to adolescent
developmental pathways therefore, parentally-bereaved children were significantly found to have
more vulnerability towards delinquency than those who have not experienced parental
bereavement. Empirical evidence yield greater difference in orphan children living in
institutionalized home settings and common house environment as it has been reported that
orphan children who were reared in foster care institutions demonstrated measurable delays in
social, emotional, and language development (Zhao et al., 2010). In addition, it was reported that
these children were at a much higher risk of joining gangs and becoming juvenile offenders.
Demuth and Brown (2004) draw the inference that overall, the lack of supervision and the
absence of close relationships between the teenager and his parents are factors that influence
delinquency. Other researchers have found that many family characteristics and family
environment influence juvenile delinquency behavior, for example, the number of people in a
family, inconsistent parenting, familial problems, child neglect, and the childrens attachment to
parents (Wasserman & Seracini 2001).
Related Studies
According to the study of Borba about Pupils Self-Esteem in the Early Years of Education
within Different Interventions. The main research aim was to find out how healthy pupils selfCathedral Heights, 275 E. Rodriguez, Sr. Avenue, Quezon City, Philippines 1102
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esteem is at the beginning of their education. The specific questions are: (1) Are there differences
in the boys and the girls self-esteem? (2) Are there differences between different intervention
groups? A 50-item quantitative self-report questionnaire was constructed based on the five-stage
model of Michele Borba (1989) and the ideas of self-esteem of Robert Reasoner (2010)
measuring security, selfhood, affiliation, mission, and competence. The reliability of the
instrument was good 0.82 (Cronbachs alpha coefficient). Altogether 503 children (251 boys and
252 girls) were tested. The children were from 6 to 9 years old. The nine interventions were
divided into three groups: Flexible (n=354), Reading (n=99), and Three-year (n=50) group. The
first five interventions formed the Flexible group, the interventions 7 9 the Reading group, and
the sixth intervention (there were several schools) was named the Three-year group. The results
of the study showed that different learning settings can enhance the self-esteem of children as
seen in reading interventions. The flexible group was too wide to tell the effectiveness of a
certain intervention and the Three-Year group was too small to draw any conclusions.
Consequently, more analyzes are needed. According to Borba, the sense of security is the most
important in building one's self-esteem. Security means trust as well as physical and emotional
safety at home and at school. The results of this study show that the sense of security is positive
but there is something that makes children to give also negative answers. Since the children were
at the beginning of their academic education, there is so much new they have to learn; new rules,
how to behave in a new learning environment, how meet new adults etc. The correlations show
that the sense of security had the weakest connection to any other senses of self-esteem. Looking
at the results closer, it is interesting to notice that the strongest building block of self-esteem is
the sense of affiliation (Borba, 2000), which is also called the sense of belonging (Reasoner,
2010). This means that the children have started to understand what friendship means. They also
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enjoy working in a team and are comfortable in group settings. Some of the groups were small
and the testing took place at the end of the semester. Consequently, the children had already had
time to learn to know their peers and teachers. This could be the explanation for the positive
result. The sense of affiliation correlates strongly with the sense of selfhood, which is also called
as identity (Reasoner, 2010). It is obvious that if a child has a positive self-concept and a strong
sense of self it reflects how he or she behaves in a group. These years (age 6-9) are important in
forming one's individuality. At this stage, a child is sensitive and reflects his or her behavior with
others similar age. Also the feedback given by adults is important. Children have to learn also to
accept criticism and to acknowledge their own weaknesses and strengths.
From the study of Behaviour problems in Children adopted from Socially-emotionally
depriving Orphanages, the purpose of this study was to examine behavior problems in schoolage children adopted from the socially-emotionally depriving Russian orphanages. Data on the
SED group came from two Waves of data collection. In Wave I, surveys were sent in the spring
of 2001 to all parents of 6-month- to 18-year-old children adopted through the IAG. Wave II data
were similarly collected in the spring of 2003. SED children were divided into a preschool- and a
school-age group, which corresponded to the version of the Child Behavior Checklist (CBCL)
the parent completed. Children were excluded from the sample if they had an incomplete CBCL
or if they were older than 24 months at adoption and had spent fewer than 10 months in an
orphanage. The CBCL/6-18 (Achenbach & Rescorla, 2001) asks parents to report the extent to
which each of 113 listed behaviors is true of their child on a 3-point Likert scale. Behavior
problem scores for each child are obtained by adding the 1s and 2s circled by his or her parent
on each scale. The CBCL/6-18 has 2 broadband scales and 8 narrow-band subscales. The
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of Quezon City)
broadband Internalizing Problem scale consists of Anxious/Depressed, Withdrawn/Depressed,
and Somatic Complaints; the broadband Externalizing Problem scale consists of Rule-Breaking
Behavior and Aggressive Behavior. Three subscales (Attention Problems, Social Problems, and
Thought Problems) fit neither the Externalizing nor the Internalizing scales. The CBCL/6-18 has
well-documented reliability and validity for assessing problem behaviors among nonadopted as
well as adopted children from various ethnic backgrounds (Crijnen, Achenbach, & Verhulst,
1999; Liu et al., 1999; Mattison & Spitznagel, 1998; Verhulst et al., 1990a, 1990b; Weine,
Philips, & Achenbach, 1995). Where appropriate, analyses were conducted using t tests for
unequal variances. There were very few cases with missing data because those with a large
number of missing answers were excluded from the analyses altogether. The study shows that the
orphans who are socially-emotionally had significantly higher rates of attention problems and
aggressive behaviour than parent-readied children. Greater time in an orphanage was associated
with higher rates of attention problems, aggressive behaviour, social problems and internalizing
problems. There were low rates of behaviour problems among preschool-age sociallyemotionally deprived children. When considered relative to results for school-age children, this
suggests that behaviour problems emerge at later ages in children who were adopted from
socially-emotionally depriving orphanages. These results are consistent with those of some prior
studies (Rutter et al., 2007) but not others (Fisher et al., 1997). Since globally deprived children
experienced a range of early adversities, it is not possible to be very specific about which aspect
of this more severe orphanage environment may have contributed to their increased behaviour
problem rates.
A study entitled Psychosocial and developmental status of orphanage children aims the
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of Quezon City)
determination of emotional and developmental disorders among orphanages children in Sharkia
governorate. The sample includes 294 children recruited from 4 orphanages in Sharkia
governorate. All children aged between 6-12 years old, from both sex and have no social
limitation. All participants were subjected to psychiatric assessment for depression by Child
Depression Inventory (CDI), anxiety by Revised Children's Manifest Anxiety Scale (RCMAS),
self-esteem by Rosenberg's Self-Esteem Scale (SES) and pediatric assessment for developmental
disorders by Pediatric Symptom Checklist (PSC). Chisquare analysis was utilized to compare
the sociodemographic characteristics of the study between groups. The prevalence rate of
depression was 21%, anxiety was 45%, low self-esteem was 23% and developmental disorder
was 61%. The basic material needs could be met in orphanage but orphans were almost totally
separated from the outside world and could not access normal families and society relations. This
could very likely harm their personality in adulthood and social skills. Results show that
orphaned children are likely to have been affected by both direct exposure to trauma and family
loss due to wars and occupation. Also low psychosocial support made them vulnerable to
depression. Thus, lower quality of life was mainly observed in orphans regarding family life,
school life, living environment and self-awareness. Orphans who are unhappy with their
circumstances frequently develop emotional problems which are associated with an increasing
risk of adult mental illness (Fawzy & Fouad, 2010).
According to Hassan et al. (2012), urban areas trend to send orphans to orphanages is low as
to compared to rural areas. This study showed that most of the respondents felt that it will be
difficult for them to adjust in the conventional society after living the institution; because of
institutionalization, the gap which has been created between them and the socio-cultural aspect
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of Quezon City)
of the society plays in their minds. This study shows that there are many
psychological/adjustmental problems with the children living in institutions. The data showed
that most of the children suffer form sleeping disturbance, experience shivering after hearing
loud voices/sounds, recollect sad traumatic incidences, and almost aa of them miss their siblings
which point out how sibling relation is for the development of a child both physically and
psychologically.
A study of Orphans in orphanages of Kashmir and their Psychological problems
examined the effect of institutionalization on orphans and aimed to find out the psychological
impact on orphans. Quantitative method was applied in order to obtain a holistic insight into the
objectives of this study. This study adopted quantitative techniques using the survey method. The
survey was carried out by using interview schedule which targeted orphan children in
institutional care. The Statistical Package for Social Sciences program (SPSS) version 16.0 was
used for data analysis. 60% of the respondents were male, while 40% were female. 26% of the
respondents belong to the age group of 8-13 years old. Chi-square test was conducted to find the
statistical significant difference between males and females with regards to joining the
institution. This study showed that most of the respondents felt that it will be difficult for them to
adjust in the conventional society after leaving the institution because of institutionalization, the
gap which has been created between them and the socio-cultural aspect of the society plays in
their minds. Almost same observation was made by Nunokawa (2007), who opined that those
who are living in the institutions labelled, raised questions about their identity. The symptoms of
care pointed are de-individualization, where an individual loses or reduces the power of his
thoughts and action and is dependent on the institution, and deculturalization, where the
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of Quezon City)
individual picks up the institutional values and attitudes which differ from his previous culture.
From the study of Psychological effect on Orphan hood: A study of Orphans in Rakai
district, This paper examines the psychological effect of orphanhood in a case study of 193
children in Rakai district of Uganda. Studies on orphaned children have not examined the
psychological impact. Adopting parents and schools have not provided the emotional support
these children often need. Most adopting parents lack information on the problem and are
therefore unable to offer emotional support; and school teachers do not know how to identify
psychological and social problems and consequently fail to offer individual and group attention.
Purposive sampling was used in this investigation. Study population was composed of all AIDSorphaned children in Rakai district, but, given the interests of the sponsors of this study, and the
resources available, the population was reduced to those orphans (6-20 years) under the
education sponsorship of World Vision. Data analysis consisted of several stages. First data were
coded for purposes of facilitating computer entries; frequency distribution of key variables was
calculated, followed by correlation analysis of variables relevant to this study. A T-test was
carried out for the purpose of establishing whether there was any statistical difference in means
among selected pairs of categories of children. It has been shown that being an orphan,
particularly as a result of AIDS, has major psychological effects on the children left behind. For
this reason, the programs which are ordinarily designed for childrens welfare should
significantly make a distinction between AIDS orphans and other types of orphans. Children who
headed their families were more externally oriented than those who lived with widowed mothers.
Similarly, the child-headed families were more external than orphans living with grandparents.
This is expected since being left all alone in the world is more depressing than being left in the
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of Quezon City)
hands of a mother or a grandparent. There is a need for increased intervention through
therapeutic programs for children living without adult care. Children living with widowed fathers
were significantly more depressed than those living with widowed mothers. The explanation for
this difference is the generally poor capacity of fathers to offer love and care to the children
compared to mothers. This difficulty is even more pronounced by the fathers inability to
participate actively in domestic affairs before or after the death of the wives. It is possible that
this difficulty could lead to disorganization of the entire family and hence higher depression
levels of the affected orphans.
From the study of Differences in Self-esteem of Orphan Children and Children living with
their Parents, The current research investigated differences in self-esteem of orphan children
and children living with both parents in their homes. The sample was composed of 150 children.
75 from orphanages and 75 living with both parents in their homes. The age range between 10 15 years and the orphans must be living in orphanages for the past 3 - 6 months whereas those
children who are living with their parents should not have any history of parental loss by death or
divorce. Demographic Information Form was used to gather information about age, education,
gender, number of siblings and birth order. Jonathan Berent's Self-Esteem scale (1994) was
individually administered to all the research participants. It is a copyrighted instrument to
measure the self-esteem of an individual. Non-probability purposive sampling technique was
used. The SPPS (version 11.5) was used to analyze data. Independent sample t- test was applied
to determine the differences in self-esteem of orphan children and children living with their
parents. The findings of this research suggest that there is a significant difference in self-esteem
of the orphan children and the children living with their parents. The orphan children reported
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of Quezon City)
lower self-esteem than the children living with their parents. The findings of this research have
implications for understanding the emotional state of mind and personality development of the
children living in orphanages as compared to those who are living with both parents. The study
shows that it affects orphan children behaviour about the loss of their parents and having a low
self-esteem.
A study conducted by Bunyi et al. in Metro Manila entitled Self-esteem, life satisfaction
and academic performance of selected orphans basis for proposed self-enhancement program
the general objective of the study is to determine whether there is a significant relationship
between the level of self-esteem, life satisfaction and academic performance of orphans in
selected orphanages. 52 respondents were chosen through non-random purposive sampling
technique. Non-random purposive sampling is a form of non-probability sampling in which the
researcher makes the decision concerning the choosing of respondents, based upon a variety of
criteria which may include specialist knowledge of the research issue, or capacity and
willingness to participate in the research (Oliver,2012). The instruments used in this study
consist of two tests; the first measure is the Rosenbergs Self-Esteem scale. A 10 item scale that
assesses an individuals feelings of self worth when the individual compares himself or herself to
other people. The second measure is the Satisfaction with Life Survey by Ed Diener. It is used to
measure the general/global satisfaction of a person. The data for this research were collected
using Rosenbergs Self-Esteem Scale and Satisfaction with Life Survey. The researchers spent 54
minutes with the target respondents. The statistical tools used are mean and Pearson Product
Measurement. The result shows that the orphans have normal level of self-esteem (Bunyi, 2013).
The researchers also reflected that orphans in Metro Manila are in state in which people should
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of Quezon City)
not worry that much but that does not mean that they dont need assistance and guidance. It only
means that helping them is not so difficult little ways can make significant change and
improvement in the level of their life satisfaction. Hence, the orphans grades are not that high
but people can do so much to increase them. Researchers were able to realized how hard it is for
the orphans to push through their dilemmas and be an efficient students. The study also proved
that there is a significant relationship between self-esteem and life satisfaction but has no
significant relationship between life satisfaction and academic performance and also to selfesteem and academic achievement. The researches came up to an understanding that it is possible
that there should be evaluation to know if there are improvements in the level of self-esteem, life
satisfaction and academic performances.
From the study of Factors which contribute to Orphan hood learners Academic
achievements, the research investigated the factors which contributed to orphaned learners
resilience. Resilience was measured as good academic achievement of orphaned learners. This
study further investigated the relationship between an area type and custodian type respectively
and the resilience of orphaned learners. Data was collected by means of a questionnaire. The
sample consisted of 183-orphaned learners. in the intermediate phase of Primary school. 12
schools in Vryheid District participated in the study. Chi-square test was used to compare
frequencies obtained from the different types of factors that were chosen by orphaned learners
and resilience (academic achievement). A semi-structured questionnaire was used. The
researcher designed the questionnaire because it was difficult to locate the previously -used
questionnaires from similar studies. The questionnaire included the following: in section A the
questions related to demographic information: section B. questions related to the support learners
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of Quezon City)
get at home from the community and from the school. Several writers (Osher et al., 1999) have
used questionnaires in their studies on academic achievement. The findings of this study
indicated that family involvement in the life of an orphaned learner remained the most important
factor which contributed to orphaned learners' academic achievement. The availability of the
following family factors: assisting with home works, making food available at home. reading
books other than school books at home in the life of an orphaned learner seemed to relate to good
academic results. Learners who indicated to have these factors available performed better than
those who do not have family support. When analysis was conducted a significant relationship
was evident between the family factors and academic achievement of learners.
Lastly, from the study of Orphan hood students Self-esteem and their relationship between
Socio-economic status among secondary school students in three districts of central Kenya, The
purpose of this study was to find out the relationship between the self-esteem of orphaned
secondary students and their socio-economic status in Kirinyaga, Nyeri North and South Nyeri
districts of Kenya. According to district education officers in the three districts, the total
population of secondary school students was 58,448. Out of this population, 426 students
constituted the sample of this study. Simple random and purposive techniques were used in
sampling. A questionnaire was used to collect the data. In data analysis, descriptive and
inferential statistics were used in analysing the data. Orphans' self-esteem is affected by socioeconomic status (orphan's, parental/guardian's). This is an indication that students' feelings of
worth may be influenced by the environment which includes what the parent/guardian has at
home as in the society. The orphans find themselves in an environment of suspicion and more so,
probably affect their self-esteem. The orphans also live in poverty and conditions of no
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of Quezon City)
development economically. This is proved by this research that socio-economic status affects
their self-esteem. This finding is no indifference of gender for both male and female orphans
registered low self-esteem pointing that the socio-economic status of orphans affect self-esteem.
Synthesis
In this chapter, it shows that the young children have relatively high self-esteem, which
gradually declines over the course of childhood. Researchers have speculated that children have
high self-esteem because their self-views are unrealistically positive. Children raised in
biological, foster and adoptive families demonstrate better physical, intellectual, and
developmental outcomes as compared to children living in an institutional care (Bunkers et al.,
2014).
As children develop cognitively, they begin to base their self-evaluations on external
feedback and social comparison, and thus form a more balanced and accurate appraisal of their
academic competence, social skills, attractiveness, and other personal characteristics. (Robins &
Trzesniewski, 2008).
Self-esteem is the evaluative attitude toward the self that influences both moods and
behavior and that exerts a powerful effect on a range of personal and social behaviors which is
also called the sense of belonging (Segal, 1988). The concept summarizes both positive and
negative attitudes pupils may have towards themselves.
On the other hand, Felson and Zielinski (1989) stated that there may be a reciprocal effect
between parental support and self-esteem among children. The results also showed that parents
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of Quezon City)
supportive behavior, as measured by children's report affects the self-esteem of children but that
self-esteem also affects how much support children report their parents give them. One recent
study found that as family cohesiveness increased, adolescents self-esteem increased over time
(Baldwin & Hoffman, 2002) yet it is not the case of children who had lost their parent. Parental
bereavement or loss have been found to affect their self esteem (Farooqi & Intezar, 2009)
Children in foster care face a challenging journey through childhood. In addition to the
troubling family circumstances that bring them into state care, they face additional difficulties
within the child welfare system that may further compromise their healthy development (Harden,
2004). Children with abandonment issue have high risk to develop a poor self-esteem and a sense
of shame surrounding the parents absence (Hewitt, 2007). Also, children raised in biological,
foster and adoptive families demonstrate better physical, intellectual, and developmental
outcomes as compared to children living in an institutional care (Bunkers et al., 2014).
A study conducted by Bunyi et al. in Metro Manila entitled Self-esteem, life satisfaction
and academic performance of selected orphans basis for proposed self-enhancement program,
it proved that there is a significant relationship between self-esteem and life satisfaction but has
no significant relationship between life satisfaction and academic performance and also to selfesteem and academic achievement (Bunyi, 2013).
Academic motivation is a students desire (as reflected in approach, persistence, and level of
interest) regarding academic subjects when the students competence is judged against a standard
of performance or excellence (Wigfield & Eccles, 2002). Academic motivation is a subtype of
the general construct of effectance motivation, which is defined as the need to be successful or
effective in dealing with ones environment (Gresham, 1988).
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of Quezon City)
From the study of Behaviour problems in Children adopted from Socially-emotionally
depriving Orphanages, it shows that the orphans who are socially-emotionally had significantly
higher rates of attention problems and aggressive behaviour than parent-readied children. Greater
time in an orphanage was associated with higher rates of attention problems, aggressive
behaviour, social problems and internalizing problems (Rutter et al., 2007) but not others (Fisher
et al., 1997). Since globally deprived children experienced a range of early adversities, it is not
possible to be very specific about which aspect of this more severe orphanage environment may
have contributed to their increased behaviour problem rates.
In the present research, a true relationship between orphans and non-orphans self-esteem
and academic motivation attempts to determine by the researchers. There were previous
researches that were done in establishing relationships among the variables; however, it was done
separately. In this research, all the three variables are present and will focus on children aged 812 years old as the participants. The present research also determines if there are significant
differences in the gender and educational status of the participants among the variables under
study.
CHAPTER III
Research Design and Methodology
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of Quezon City)
This chapter will discuss the method that will be adopted for investigation including the
variables that were examined and the procedures that were used. It includes the respondents,
sampling technique, instrumentation and data gathering procedures.
Research Method
The researchers will conduct the study using a descriptive research through quantitative
method to determine the difference and relationship between orphans and non orphans selfesteem and academic motivation. Descriptive research will be used to obtain information about
the situations or phenomena that is happening in the present (Key, 1997). Quantitative research is
a categorical measurement expressed in terms of number. A comparative study is a quantitative
method of research wherein researchers have to compare two or more quantitative variables from
the same group of subjects, and to determine if there is a difference between the two variables
(Routio, 2007). In order for the researchers to answer the research problem/s, the data
accumulated will be analysed quantitatively. The researchers will rely on quantitative data
specifically standardized test scores which can be correlated to show the difference in selfesteem and academic motivation and relationship between orphans and non-orphans.
Sample and Sampling Technique

The researchers selected orphanages and school in Metro Manila, particularly selected
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of Quezon City)
orphans from Reception and Study Center for Children and Hospicio de San Jose, and
elementary students of Trinity University of Asia. The respondents will consist of both male and
female 8 to 12 years of age. The researchers agreed upon to purposively and randomly select a
total of 100 participants to be involved in the study.
The respondents will be chosen through non-probability purposive sampling technique
for orphans and random sampling technique for non-orphans. Non-probability purposive
sampling is a process of selecting a particular subset of people and rejecting those who do not fit
a particular profile. The sample is selected to include people of interest and exclude those who do
not suit the purpose. (Retrieved from:
http://changingminds.org/explanations/research/sampling/purposive_sampling.htm, 2014).
Random sampling technique is a technique wherein each member of the population has an equal
chance of being selected as subject. The entire process of random sampling is done in a single
step with each subject selected independently of the other members of the population. (Retrieved
from: https://explorable.com/probability-sampling, 2014).
Research Locale
The setting of the study will be at two orphanages, Hospicio de San Jose, Reception and
Study Center, and one school at Trinity University of Asia. The choice of the said institutions
were based from the availability of the samples to participate in the study.
Hospicio de San Jose is located in Ayala Bridge Quiapo, Manila. It is cradlesd on a verdant
island in the middle of the Pasig River which serves as a home for babies, children, adults and
elderly persons who have no other home in this world. For 200 years, this charitable institution
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of Quezon City)
has accepted the poorest of the poor and families in crisis, and has sheltered them, fed them,
clothed them, educated them, cared for them when they were sick or wounded, and helped them
go on in this world. For infants and children, able and not so able, they found families or restored
them for life and buried them when they passed away.
Reception and Study Center is located in Misamis St. Bago-Bantay, Quezon City. It is a 24hour residential facility that provides social work interventions to children 0-11 years old. It
provides protection and rehabilitation services through temporary residential care to neglected,
abandoned, abused and exploited children and those with special needs such as children at risk
and children who are in need of alternative family care. It also provides appropriate and
responsive social work intervention and services that address growth and development and the
safety and the security needs of very young children who are victims of abuse.
Trinity University of Asia is located in E. Rodriguez, Quezon City. It is formerly known as
Trinity College of Quezon City. It is originally established in 1963 as an elementary, high school
and collegiate educational institution. TCQC acquired the university status on July 18, 2006. It is
a private non-sectarian, non profit and church-related institution of learning. The elementary
school aims to generally develop children into well-adjusted adolescents and prepare them for
secondary education. From this institution, the researchers will randomly select non-orphaned
students to participate n the study.
Instrumentation
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of Quezon City)
The researchers will use Self-Esteem Inventory and Elementary School Motivation Scale to
explore the respondents self-esteem and academic motivation.
The Self-Esteem Inventory is a 10-item scale that measures global self-worth by
measuring both positive and negative feelings about the self. The scale is believed to be unidimensional. All items are answered using a 4-point Likert scale format ranging from strongly
agree to strongly disagree. A correlation of at least .80 is suggested for at least one type of
reliability as evidence; however, standards range from .5 to .9 depending on the intended use and
context for the instrument. The Internal Consistency ranges from .77 to .88 and Test-Retest
ranges from .82 to .85. Hence, Criterion Validity is .55 and Construct Validity Correlated -.64
with anxiety, -.54 with depression, and -.43 with anomie.
The Elementary School Motivation Scale (ESMS) is a total of 27 items were developed to
assess intrinsic motivation, identified regulation, and external regulation toward the three school
subjects. Specifically, in relation to reading, three items were generated to assess intrinsic
motivation, three for identified regulation, and three for external regulation. The same number of
items was generated to assess these three motivational constructs in relation to the two other
school subjects. Finally, children had to indicate whether or not the item applied to them
according to the following scale (Marsh et al., 1998): (1) no always (2) no sometimes (3) do not
know (4) yes sometimes (5) yes always. Cronbach alpha values were .81 for the math subscale, .
77 for the reading subscale, and .73 for the writing subscale. The construct validity of the scale is
supported by a quasi-simplex pattern of correlations, and correlations with academic self-concept
and school achievement. Nine items were selected from the Academic Self-description
Questionnaire (Marsh, 1990a). These items assess academic self-concept in math (3 items),
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reading (3 items) and writing (3 items). The measure used to assess academic achievement was a
three-item teacher rating scale. Each of the three items was designed to assess academic
achievement in reading, writing, and mathematics.
Data Gathering Procedure
The Following will be the steps in gathering data needed in the study:
The researchers will present a formal letter to the head of the orphanage and to the
principal stating that the study will be conducted as a school requirement companied with the
signature of the adviser. Also, the elementary department requesting the participation of the
students. The list containing the names of the participants will be requested at the Registrars
Office. After securing the necessary approval, the researchers will personally meet the significant
perform the study with coordination and organization. The institution will be the one to schedule
the test administration based on the respondents time availability with the given date and time,
the researchers will come ahead of time to ensure that the study will flow spontaneously. The
data for this research will be collected using Rosenbergs self-esteem and Elementary School
Motivation Scale. Each of the respondents will have their own questionnaires and pencil. Tokens
will be given to the participants to express gratitude for giving us there time and participation.
Statistical Analysis
The following formulas will be needed to compute for the significant relationship
between the variables.
a.
Paired t-test for independent samples. This formula is needed to determine the significant
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of Quezon City)
differences between self-esteem and academic motivation.
b.
Pearson Correlation Coefficient. This formula is needed to determine the significant

relationship between orphans and non-orphans test scores.
References:
Beegle K., Dercon S., and Weerdt, J. D. (2007). Orphanhood and the long-run impact on
children.
World bank and economic and social research council, United Kingdom.
Retrieved
from http://www.csae.ox.ac.uk/workingpapers/pdfs/2007-08text.pdf
Bretherton, I. (2007). The origins of attachment theory: John Bowlby and Mary Ainsworth.
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Retrieved from http://www.psychology.sunysb.edu/attachment/online/inge_origins.pdf
Bunkers, K. et al., (2014). Faith to action initiative. Retrieved from
http://faithtoaction.org/wp-content/uploads/2014/03/Faith2Action_ResearchGuide_V
9_WEB.pdf
Cherry, K. (2014). John Bowlby - attachment theory. (n.d.). Retrieved from
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Farooqi Y. N. And Intezar M. (2009). Differences in self-esteem of orphan children and
children living with their parents, department of applied psychology, university of
the Punjab, Lahore, Pakistan. Retrieved from
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relationship between socio-economic status among secondary school students in three
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1/2009
Hampshire, K. et al., (2014). Context matters: Fostering, orphanhood and schooling in SubSaharan Africa. Retrieved from
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Harden, B. (2004). Children, Families, and Foster Care. 14(1) Retrieved from
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umalid=40&articleid=133&sectioned=874&submit
Hassan F., Naqshbandi M. and Sehgal R. (2012). Orphans in orphanages of Kashmir and their
psychological problems. Retrieved from
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pdf
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Iqbal, N. and Yasin M. (2010). Resilience, Self esteem and Delinquent Tendencies among
Orphan and Non-Orphan Adolescents. Retrieved from
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Makhonza L. O. (2006). Factors which contribute to orphaned learners academic achievements,
university of Zululand. Retrieved from
http://uzspace.uzulu.ac.za/bitstream/handle/10530/714/Factors+which+Contribute+to
+Orphaned+Learners'+-+LO+Makhonza.pdf?sequence=1
Mattson D. (2014). Finding your way home: orphan stories in young adult literature. Retrieved
from http://scholar.lib.vt.edu/ejournals/ALAN/spring97/s97-17-Mattson.html
Merz E. C. (2000). Behaviour problems in children adopted from socially-emotionally
depriving Orphanages, B. F. A., Carneige Mellon University. Retrieved from
http://d-scholarship.pitt.edu/9352/
Micheal, M. (2010). Self-esteem and academic performance of orphaned and non-orphaned
children. Retrieved from
http://www.articlesbase.com/childhood-education-articles/self-esteem-and-academicperformance-of-orphaned-and-non-orphaned-children-2903421.html
Mruk, C. (2006). Self-esteem functions as a motivational need and a call. Self-esteem
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0CCoQ6AEwBQ#v=onepage&q=mruk20self20esteem20research20page20192&f=fl
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of Quezon City)
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Appendix A
Sample Letter for Permission to Conduct Study
Date: _______
45

of Quezon City)
Dear Maam/Sir:
Greetings!
We are 4th year Psychology students of Trinity University of Asia, currently enrolled in our major
subject, RD100. As a requirement we are asked to conduct a study entitled Self-Esteem and
Academic Motivation among Orphans and Non-Orphans.
In line with this, we would like to ask your permission if we could have the total number and
names of elementary students who are currently enrolled in the school.
Rest assured that all information shall be kept with utmost confidentiality. It is hoped that this
request shall merit your favorable approval.
Hoping for your kind consideration.
Thank you very much.
Respectfully yours,
De Jesus, Jackie Allen D.
Macasilay, Alyza Genelle C.
Raymundo, Gail Dominic I.
Rivera, Kristel Rozane A.
Santillana, Nikka Rose A.
Appendix B
Sample Letter for Permission to Orphans
Date: _______
46

of Quezon City)
Dear Maam/Sir:
Greetings!
In line with this, we would like to ask your permission if we could have the orphans who are
currently living in your institution as participants in our study. They shall be given two sets of
standardized tests.
Respectfully yours,
Appendix C
Sample Letter for Permission to Non-Orphan
47

of Quezon City)
Date: _______
Dear Maam/Sir:
Greetings!
In line with this, we would like to ask your permission if we could tap your students as our
respondents to our research. They shall be given two sets of standardized tests.
Respectfully yours,
Appendix D
Rosenbergs Self-esteem Scale
48

of Quezon City)
Instruction: On a scale of 1 to 4, please answer the following items:
4=strong agree
3= slightly agree
2= slightly disagree
1=strongly disagree
1. On the whole I am satisfied with myself.
_________
2. At times I think I am no good at all.

3. I think that I have a number of good qualities.
4. I am able to do things as well as most other people.
5. I feel I do not have much to be proud of.
6. I certainly feel useless at times.
7. I feel that I am a person of worth, at least on an equal plane with others.
8. I wish I could have more respect for myself.
9. All in all, I am inclined to feel that I am a failure.
10. I take a positive attitude toward myself.
_________
_________
_________
_________
_________
_________
_________
_________
_________
Appendix E
Elementary School Motivation Scale
Instruction: On a scale of 1 to 5, please answer the following items:
49

of Quezon City)
5=yes, always
4=yes, sometimes
3=do not know
2=no, sometimes
1=no, always
1. I like reading.
2. Reading interests me a lot.
3. I read even when I am not obliged to do so.
4. Reading will allow me to learn many useful things.
5. I chose to read to learn many things.
6. In life, its important to learn how to read.
7. I read to get a nice reward.
8. I read to please my parents or my teacher.
9. I read to show others how good I am.
10. I like writing.
11. Writing interests me a lot.
12. I write even when I am not obliged to do so.
13. Writing will allow me to learn many useful things.
14. I chose to write to learn many things.
15. In life its important to learn how to write.
16. I write to get a nice reward.
17. I write to please my parents or my teacher.
18. I write to show others how good I am.
19. I like mathematics.
20. Mathematics interests me a lot.
21. I do mathematics even when I am not obliged to do so.
22. Mathematics will allow me to learn many useful things.
23. I chose to do mathematics to learn many things.
24. In life, its important to learn how to do mathematics.
25. I do mathematics to get a nice reward.
26. I do mathematics to please my parents or my teacher.
27. I do mathematics to show others how good I am.
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
50

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TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Figure 1. Conceptual Framework

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TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Statement of the Problem:

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TRINITY UNIVERSITY OF ASIA (formerly Trinity College

among orphans and non-orphans.

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TRINITY UNIVERSITY OF ASIA (formerly Trinity College

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TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College

Trunkline No.: (632) 7022882; Website: www.tua.edu.ph

TRINITY UNIVERSITY OF ASIA (formerly Trinity College