Asian Journal of Language, Literature and Culture Studies

Aims: This study investigated the relationship between levels of motivation (intrinsic and extrinsic), self-esteem (identity, belonging, purpose, and competence), and Filipino language proficiency among Junior High School students.

Study Design: A descriptive-correlational research design was employed to explore the possible associations among the variables.

Place and Duration of Study: The study was conducted at San Isidro College, Malaybalay City, Bukidnon, Philippines, during the academic year 2024–2025.

Methodology: A total of 213 Junior High School students from Grades 7 to 10 were selected through simple random sampling. Data were gathered using an adapted and researcher-made questionnaire that measured intrinsic and extrinsic motivation, self-esteem in terms of identity, belonging, purpose, and competence, as well as the students’ Filipino language proficiency. The research instrument was validated by experts to ensure content accuracy and clarity, and a pilot test involving 42 students was conducted, yielding acceptable reliability coefficients (ranging from α = .750 to α = .920). Descriptive statistics were used to describe student levels, while Pearson correlation analysis was conducted to determine relationships among variables.

Results: The results revealed high levels of motivation among students, with intrinsic motivation (M = 4.13, SD = 0.46) and extrinsic motivation (M = 4.08, SD = 0.54) having an overall mean of 4.11 (SD = 0.50). Self-esteem also resulted as high across the dimensions of identity (M = 4.11, SD = 0.59), belonging (M = 4.06, SD = 0.60), purpose (M = 4.05, SD = 0.59), and competence (M = 4.05, SD = 0.61), having an overall mean of 4.06 (SD = 0.03). However, the students’ Filipino language proficiency was generally low (M = 2.76, SD = 1.17), with vocabulary (M = 2.63), mechanics (M = 2.69), grammar (M = 2.78), and organization (M = 2.64) all falling within the low range. Only content scored moderately (M = 3.08, SD = 1.17). Furthermore, based on total proficiency scores, 5.16% of students fell under the very low level of proficiency, 25.82% under low, 31.46% moderate level, 21.60% high, and 15.96% of students were under the very high level of proficiency. The correlation analysis revealed no significant relationship between motivation and Filipino language proficiency, with intrinsic motivation (r = 0.024, P = 0.727) and extrinsic motivation (r = -0.084, P = 0.227) both showing very weak and non-significant correlations. Similarly, self-esteem dimensions also resulted to very weak correlations toward language proficiency, with identity (r = -0.030, P = 0.663), belonging (r = -0.036, P = 0.611), purpose (r = -0.057, P = 0.407), and competence (r = 0.019, P = 0.788), all statistically non-significant.

Conclusion: The Junior High School students showed high levels of motivation and self-esteem. However, the results indicate that motivation and self-esteem show very weak correlation with Filipino language proficiency. Further investigation is needed to identify other influencing factors and to develop more targeted interventions for improving Filipino language skills among students.