00. SIMILARLY, STUDENTS WITH THE RESULTS OF VERY GOOD TEND TO HAVE H...

4.00. Similarly, students with the results of Very good tend to have high intrinsic motivation (M = 3.67). The researcher found that students who have high intrinsic motivation often set their own goal in studying and try their best to achieve it. They are very active in class and their exam results are usually good. If they do not understand the lesson, they will ask the teachers for help immediately. In other words, Students with intrinsic motivation complete tasks for fun or challenge instead of external stimuli, pressures, or rewards. They often have more interest, confidence and excitement in doing the task. Although, in one sense, intrinsic motivation exists within individuals, in sense intrinsic motivation exists in the relation between individual and activities. Students are intrinsically motivated for some activities and not others, and not everyone is intrinsically motivated for any particular task. Because intrinsic motivation exists in the nexus between a person and a task, some authors have defined intrinsic motivation in terms of the task being interesting. Whereas, the finding also shows that students with the result of Poor (M= 3.33) have the lowest intrinsic motivation. This means that these students find English not to be interesting. They study it as a compulsory subject and do not understand its importance. It can be seen that intrinsic motivation has emerged as the important phenomena for educators — a natural wellspring of learning and achievement that can be systematically catalyzed or undermined by parent and teacher practices [25]. Because intrinsic motivation results in high-quality learning and creativity, it is especially important to detail the factors and forces that engender versus undermine it. Table 1. Relationship between Intrinsic Motivation and Student Results Descriptive Intrinsic Motivation 95% Confidence Interval for Mean N Mean Std. Deviation Std. Error Lower Bound Upper Bound Poor (0-3.9) 3 3.33 .577 .333 1.90 4.77 Above Poor (4.0-5.4) 30 3.43 .504 .092 3.25 3.62 Average (5.5-6.9) 112 3.47 .536 .051 3.37 3.57 Good(7.0-8.0) 47 3.34 .522 .076 3.19 3.49 Very Good (8.1-9.0) 3 3.67 .577 .333 2.23 5.10 Excellent (9.1-10) 2 4.00 .000 .000 4.00 4.00 Total 197 3.44 .528 .038 3.37 3.52 ANOVA Sum of Squares df Mean Square F Sig. Between Groups 1.406 5 .281 1.010 .413 Within Groups 53.173 191 .278 Total 54.579 196 The researcher found that students who have high intrinsic motivation often set their own goal in studying and try their best to achieve it. They are very active in class and their exam results are usually good. If they do not understand the lesson, they will ask the teachers for help immediately. In other words, students with intrinsic motivation complete tasks for fun or challenge instead of external stimuli, pressures, or rewards. They often have more interest, confidence and excitement in doing the task. Although, in one sense, intrinsic motivation exists within individuals, in sense intrinsic motivation exists in the relation between individual and activities. Students are intrinsically motivated for some activities and not others, and not everyone is intrinsically motivated for any particular task. Because intrinsic motivation exists in the nexus between a person and a task, some authors have defined intrinsic motivation in terms of the task being interesting. Moreover, the teachers also play very important role in students‘ intrinsic motivation, and the teachers with an internal locus of control are under less stress and more successful in teaching [26]. Therefore, the students of these teachers feel less school related stress and take higher scores in their assessments. It is clear that teacher efficacy affects students directly.