SELF-EFFICACY AND
ACADEMIC PRESSURE ON
GRADE 11 ABM STUDENTS’
ACADEMIC ENGAGEMENT
• Students’ self-efficacy greatly impacts how
they react in the face of academic pressure.
Students who effectively manage their time,
goals, and study habits tend to perform
better academically, and this relationship is
partially mediated by self-efficacy
• There is limited research at QBCNHS that
assesses the relationship self-efficacy and
academic pressure has on academic
engagement
PROBLEM STATEMENT
1.What is the level of self-efficacy among students?
2.What is the level of academic pressure among students?
3.What is the level of academic engagement among students?
4.Is there a significant relationship between self-efficacy and
students’ academic engagement?
5.Is there a significant relationship between academic pressure
and students’ academic engagement?
6.Which among self-efficacy and academic pressure best predict
academic engagement?
• Participants: 69 randomly selected respondents who belong to the population
of grade 11 SHS students of QBCNHS from ABM.
• Research Approach: Survey Questionnaires
RESEARCH HYPOTHESIS:
Ho1: There is no significant relationship between self-efficacy on students’
academic engagement.
Ho2: There is no significant relationship between academic pressure on
students’ academic engagement.
Ho3: Neither self-efficacy or academic pressure best predict students'
academic engagement.
Self-efficacy refers to an individual’s assessment of their ability to
achieve a goal. It is a person’s capacity to learn at specific levels,
Self-efficacy
emphasizing its role in academic performance (Schunk and DiBenedetto,
2022).
Academic pressure is a significant factor affecting student mental health,
influencing their overall well-being and academic performance. It
Academic Pressure encompasses the stress, anxiety, and other emotional challenges that
arise from expectations set by schools, families, and society throughout
the learning journey (Luo et al., 2020). I
Academic engagement is a multifaceted concept that describes the active
Academic
and meaningful participation of students in their learning experiences
Research Paradigm
This study is grounded in several theories that explain how self-efficacy and
academic pressure influence students’ academic engagement:
The Self-Determination Theory (SDT) by Deci & Ryan (1985) emphasizes the
importance of three psychological needs in fostering motivation: autonomy,
competence, and relatedness. Meanwhile, Lazarus and Folkman’s (1984)
Stress and Coping Theory explains how students react to academic stressors
through cognitive appraisal and coping mechanisms. The theory highlights
primary appraisal, where individuals assess whether a situation is a challenge
or a threat, and secondary appraisal, where they evaluate their ability to cope
with it.
These theories highlight the balance between motivation and stress
management, emphasizing the role of self-efficacy, academic pressure, and
coping strategies in shaping students’ academic engagement.
1.RESEARCH DESIGN: DESCRIPTIVE-CORRELATIONAL
• TYPE: QUANTITATIVE
• To examine and measure the relationship between students, self-
efficacy and their academic pressures as well as their academic
engagement.
2. DATA COLLECTION METHOD
• Instrument: A mixed-format questionnaire adapted from academic
sources, featuring 37-item questionnaire, 27 questions using a 5-point
Likert scale and 10 questions using a 4-point Likert Scale
Question Formats:
• 5-point Likert Scale
• 4-point Likert Scale
RESEARCH
PROCEDURE
1. Ethical
2. Data Collection Process
Considerations
• Confidentiality • Questionnaire: Gaumer Erickson, A.S., Noonan,
• Informed Consent P.M., Pelobell, and Martinez & Perez-Fuentes.
• Participant Rights • •Sampling Method: Simple random sampling for
• Ethical Compliance unbiased participant selection.
• •Instruments: 5-point Likert Scale and a 4-
pointLikert scale.
• Approval: Consent obtained from principal and
respondents.
• Data Analysis: Collected data analyzed using
statistical tools (mean, median, mode) and
regression analysis.
Treatment of the Data
RESEARCH 1. Descriptive Analysis
Calculation of mean and standard deviation to
INSTRUMENT summarize data
Data Collection Tool:
2. Regression Analysis
Mixed-Format
To measure the predictive relationship between:
Questionnaire
Self-Efficacy and Academic Engagement
Adapted from:
• Academic Pressure and Academic Engagement
Gaumer Erickson, A.S.,
Interpretation:
Noonan, P.M., Pelobell,
• Positive Regression Coefficient: Higher self-
and Martinez & Perez-
efficacy or academic pressure increases
Fuentes.
academic engagement.
Question Types:
• Negative Regression Coefficient: Higher self-
• 5-point Likert Scale
efficacy or academic pressure decreases
(27 items)
academic engagement.
• 4-point Likert Scale
• Zero Regression Coefficient: No significant
(10 items)
predictive relationship.
