Driven to Succeed: The Interplay of Student Motivation, Mentorship, and Board Exam Performance in Northern Mindanao

This descriptive-quantitative study examined the crucial interplay of student motivation, mentorship, and performance in high-stakes board examinations within Northern Mindanao. Utilizing frameworks such as Self-Determination Theory and Social Cognitive Theory, the research focused on graduates whose profiles were predominantly young (20–22 years old), female, from public institutions, and from low-income households. Education and Nursing were identified as the most common fields of specialization among examinees.
Findings revealed that students possess a moderately high level of intrinsic motivation and very high goal orientation. Statistical analysis confirmed that motivational dimensions—specifically goal orientation, academic persistence, and resilience—have a significant positive relationship with board examination performance. While overall motivation was high, extrinsic factors showed no significant relationship to exam outcomes.
Mentorship support, particularly academic guidance and professional/career-related mentoring, also demonstrated a significant positive correlation with exam success. However, emotional and psychosocial support was rated only moderate. The study highlighted that the course/field of specialization significantly shapes both the students' motivation and the mentorship support they receive, indicating institutional and structural disparities.
Challenges persist, including financial constraints, unequal access to quality mentorship (especially in rural areas), and psychological pressures. The study concludes that improving board exam outcomes requires a holistic approach that integrates sustained motivational development, strengthened structured mentorship (including psychosocial support), and systemic interventions to ensure equitable access to resources for all graduates in the region.

This descriptive-quantitative study examined the crucial interplay of student

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