Effects of Intrinsic and Extrinsic Antagonism on Learners' Scholastic Attainment.

This study investigated the relationship between intrinsicantagonism (resentment) and extrinsic antagonism (physical and verbal) inrelation to learners’ Scholastic performance. A total of 200 undergraduatestudents (100 males and 100 females) from the Polytechnic University of thePhilippines, Santa Maria Bulacan Campus, participated in the research. Twostandardized instruments were utilized: the Buss-Perry AntagonismQuestionnaire (1992) to measure levels of intrinsic and extrinsic antagonism,and the Scholastic Motivational Scale to assess Scholastic performance. Datawere analyzed through descriptive statistics and Pearson correlation todetermine the strength and direction of relationships between variables.Findings revealed that male students displayed significantly higher levels ofextrinsic antagonism than their female counterparts, whereas femalestudents consistently demonstrated stronger Scholastic performance. Amoderate negative correlation emerged between extrinsic antagonism andScholastic achievement, suggesting that heightened outward antagonism mayhinder scholastic attainment. Conversely, intrinsic antagonism showed only aweak correlation with male learners’ Scholastic outcomes. Among femalelearners, verbal antagonism exhibited contrasting patterns—indicating both aweak negative relationship and, in some instances, a slight positiveassociation with Scholastic performance—possibly reflecting the dual role ofverbal assertiveness as either disruptive or motivating. The study underscores the importance of addressing antagonism not merely as a behavioral issue but as a Scholastic concern. It recommends the integration of psychosocial support systems, conflict-resolution training, and value formation programs in higher education institutions. These interventions may mitigate the adverse effects of extrinsic antagonism while channeling certain verbal expressions into constructive Scholastic engagement.