In order to test the utility and applicability of the hierarchical model of intrinsic and extrinsic motivation to Filipino college students, an explanatory sequential mixed method research was conducted. Guided by the model, the quantitative phase identified and verified the social factors held by Filipino college students and explored how these social factors affected their motivational orientations and how their motivational orientations influenced their learning related outcomes. The qualitative phase of the study focused on confirming and explaining the significant results of the quantitative phase. Employing a cross-sectional explanatory non-experimental approach, the results of the quantitative phase confirmed and validated the social factors held by Filipino college students which includes parents, teachers and their math classroom environment. Parents were also found to be positively associated with global and contextual motivation while teachers were positively associated with all three levels of motivation (global, contextual and situational). In addition, math classroom activities positively influence contextual and situational motivation. Result also shows that all three levels of motivation positively contributes to the learning strategies, enjoyment and course engagement of the participants. Interestingly though, it is only situational motivation that negatively impacts the anxiety experienced by Filipino college students. The qualitative phase that was conducted made use of a multiple case study design allowing for a comprehensive understanding of the experiences of college students in relation to their social factors, motivation and learning related outcomes. The result of both phases were integrated in the results and discussion section of the study. Implications and recommendations were also discussed
