Abstract

Lack of motivation is an internal factor that contributes to students’ poor performance. To understand students’ attitude towards academic, the aspect of social-emotional learning that affects the motivation of students need scrutiny. This study assisted by introducing the social-emotional learning to the intrinsic and extrinisic motivation of elementary students. The use of descriptive-correlational research design and random sampling technique resulted in the study’s objectives being met for the school year 2021-2022, with thirty-three (33) grade 6 students as respondents who answered the adapted-modified survey questionnaire prepared by the researchers. The result shows that there is a positive significant relationship between the social-emotional learning on social awareness, self-control and relationship skills to knowing, experience stimulation, and accomplishment however, the social isolation and social anxiety shows that there is no significant effect to knowing, accomplishment, experience stimulation, identification, and introjected that aligned to intrinsic and extrinsic motivation. Based on the research findings, the researchers recommended for future researcher should follow the development of social-emotional learning of students through time to time to see what sort of development student make in accordance to their motivation in studying.

Keywords: Social-Emotional Learning, Intrinsic Motivation, Extrinsic Motivation

*This paper is a finalist in the International Research Competitions 2022, Category 2 Undergraduate

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