SELF-EFFICACY AND SELF-MOTIVATION OF SENIOR HIGH SCHOOL

STUDENTS

A Quantitative Research Study Presented to the

SHS Department of HOLY CHILD College of Davao

Green Meadows Campus, Davao City

In Partial Fulfilment of the

Requirements for

Practical Research 2

Ampong, Althea Marie M.

Ballares, Jeaward Sean F.

Cadunggan, Jan Allen V.

Ducusin, Princess Mecca O.

Espino, Ed Joseph E.

Galinato, Rodolfo M.

Quimada, Rovic Azly T.

Trinidad, Ann Janine T.

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 DECEMBER 2024

TABLE OF CONTENTS

PAGE

TITLE PAGE

TABLE OF CONTENTS

CHAPTER

1 INTRODUCTION

Background of the Study 4

Statement of the Problem 5

Review of Related Literature 8

Theoretical Framework 12

Conceptual Framework 13

2 METHODOLOGY

Research Design 14

Research Locale 14

Research Respondents 16

Research Instruments 16

Data Gathering Procedure 18

Statistical Tools 18

Ethical Considerations 19

3 RESULTS AND DISCUSSION

Perceived Control Overall Mean and Discussion 23

Competence Overall Mean and Discussion 23

Consistence Overall Mean and Discussion 23

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 Self-regulated Learning Overall Mean and Discussion 24

Initiative Overall Mean and Discussion 25

Personal Drive Overall Mean and Discussion 25

Commitment Overall Mean and Discussion 26

Optimism Overall Mean and Discussion 26

Correlation between Self-Efficacy and Self-Motivation Discussion 27

REFERENCES 28

APPENDICES 33

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 CHAPTER 1

INTRODUCTION

Background of the Study

A self-motivated person is driven by a strong sense of purpose, an internal

drive to succeed, and a personal dedication to ongoing progress but self-motivation
has its challenges. These challenges can cause disengagement and hinder personal
development, therefore developing strong self-motivation techniques is crucial to
overcoming them and succeeding in a variety of pursuits (Fahmi, 2023). Students
with strong self-efficacy beliefs tend to display higher levels of self-motivation,
indicating that self-efficacy is crucial for enhancing self-motivation in educational
contexts (Husain, 2014).

In Kenya, they examines strategies for increasing self-motivation among

secondary school students. It emphasizes the importance of fostering an
environment that encourages students to take initiative and be self-driven in their
academic endeavors. It highlights that providing students with the right support and
guidance can help them develop stronger self-motivation, which in turn enhances
their academic performance and learning experience (Odanga, 2018).

In Cebu City, low motivation can significantly impact academic performance

by reducing a student’s effort and engagement in their studies. When students are
unmotivated, they are less likely to actively participate in classes, complete
assignments, or dedicate the necessary time and focus to studying. Low motivation
can stem from several factors, often working together to create a cycle of
disengagement (Arnado et. Al., 2020).

There is a notable lack of research discussing this relationship in a local

context. Instead of focusing on how self-efficacy and self-motivation impact one
another within the local population, the majority of research tends to focus on either
of these concepts independently. In order to close this gap, this study aims to
investigate the connection between self-efficacy and self-motivation of the senior
high school students in a local context.

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 Researchers plan to expand this study by exploring how self-efficacy and self-
motivation change over time and how they can be improved. The ultimate goal is to
establish a comprehensive understanding of the dynamic relationship between self-
efficacy and self-motivation in senior high school students, providing a valuable
resource for educators and future researchers. This study will serve as a
foundational reference for those seeking to enhance student outcomes and advance
research in education.

Statement of the Problem

This study aims to determine the relationship between self-efficacy and self-
motivation of the senior high school students. Specifically, this seeks answers to the
following questions:

1. What is the level of self-efficacy of senior high school students in terms of:
1.1. Perceived Control;
1.2. Competence;
1.3. Persistence; and
1.4. Self-Regulated Learning?

2. What is the level of self-motivation of senior high school students in terms of:
2.1. Initiative;
2.2. Personal Drive;
2.3. Commitment; and
2.4. Optimism (Positive Attitude)?

3. Is there a significant relationship between self-efficacy and self-motivation of

senior high school students?

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Research Hypothesis

The basic assumptions that served as a foundation of this research are as

follows:

1. There is no significant relationship between self-efficacy and self-

motivation of senior high school students.

Significance of the Study

This study’s results on self-efficacy and self-motivation among senior high

school students will benefit several groups:

Students. Understanding the factors influencing self-efficacy and self-

motivation will empower students to develop strategies for enhancing these crucial
skills. This knowledge can improve academic performance, career planning, and
overall well-being, leading to more informed decisions about their future paths.

Teachers. Insights gained from this research will equip educators with
valuable tools to foster self-efficacy and self-motivation in their students. Teachers
can adapt their teaching methods and create a supportive learning environment that
promotes student agency and confidence. This may involve implementing specific
interventions or adjusting classroom dynamics to better support individual student
needs.

School Administrators. The findings can inform the development and

implementation of school-wide initiatives designed to boost student self-efficacy and
self-motivation. This could involve creating mentorship programs, implementing new
curricula, or providing professional development for teachers on effective
motivational strategies. Ultimately, this leads to improved student outcomes and a
more effective learning environment.

Guidance Counselors. This research provides valuable data to inform

counseling interventions and support programs aimed at improving students’ self-

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belief and drive. Counselors can use this information to better understand and
address the specific challenges students face in developing these essential skills.

Future Researchers. The study will serve as a valuable foundation for future
research on self-efficacy and self-motivation in senior high school students. It
provides a baseline of data and can be used to replicate the study in different
contexts or to explore related research questions, potentially leading to further
advancements in understanding and improving these crucial skills. This could
include exploring the impact of specific interventions or examining the relationship
between self-efficacy, self-motivation, and other academic or personal outcomes.

Scope and Limitation

This study focused on self-efficacy and its influence on the self-motivation of

senior high school students located in the South-eastern part of Mindanao,
Philippines. It aims to assess the level of self-efficacy of senior high school students
(Independent Variable), the level of self-motivation of senior high school students
(Dependent Variable), and the significant relationship between self-efficacy and self-
motivation.
The study's limitations include its focus on a specific school and a limited number of
respondents.

The findings may employ a purposive sampling technique, wherein

participants are randomly chosen from a larger population. This approach enables
researchers to draw precise conclusions and make reliable predictions based on the
collected data. Additionally, the study is specific to the scope and the targeted
school. The significance of this research is outlined based on its potential impact on
various stakeholders, particularly in understanding how self-efficacy influences the
self-motivation of senior high school students.

Definition of Terms

To provide clarity and clear insight of the study, each of the following terms
are operationally or conceptually defined:

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 Commitment. In this study, this refer to the dedication and engagement
students exhibit towards their educational pursuits (Griep, 2021).

Competence. In this study, this refer to an individual’s ability to effectively

perform or complete a task with skill and knowledge (Oladipo, 2020).

Initiative. In this study, this refer to a set of connected urges and capabilities
that formed an intent and desire to create a job, overcome difficulties, and persist in
it (Cheng et. Al., 2020).

Optimism (Positive Attitude). In this study, this refer to a set of beliefs that
emphasizes the potential for student achievement (Kevin, 2021).

Perceived Control. In this study, this refer to the belief in one’s ability to
influence outcomes through their actions (Johnson, 2019).

Persistence. In this study, this refer to the continued effort to achieve a goal
despite challenges and setbacks (Estrada et. Al., 2015).

Personal Drive. In this study, this refer to an internal motivation characterized

by a students ambition, determination, and self-regulation to achieve personal goals
or overcome challenges (Ryan & Deci, 2017).

Self-Efficacy. In this study, this refer to the ability to initiate and sustain
actions toward achieving goals without external prompts or supervision (Timmo,
2022).

Self-Motivation. In this study, this refer to an individual’s ability to initiate and

persist in goal-directed behavior without external rewards or pressure (Deci et. Al.,
2017).

Self-Regulated Learning. In this study, this refer to a process of helping

students manage their thoughts, behaviors, and emotions in order to successfully
direct their learning experience (An et al., 2021).

Review of Related Literature

This section contains readings and literature from different sources like
journals, books, websites, articles, and thesis related to the study.

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Self-Efficacy

Self-efficacy has a big impact on students’ academic experiences and

performance. This relates to their confidence in their capacity to do particular
activities, which influences resilience, perseverance, and motivation. Students that
have strong self-efficacy are more inclined to take on difficulties, make big plans, and
work harder in class (Hood, 2024). Students learning outcomes can be influenced by
their self-efficacy levels. This impact is reflected in how students approach
investigations, as evidenced by their actions, efforts, persistence, adaptability to
challenges, and attainment of objectives (Wang et. Al., 2020).

Perceived Control. Perceived Behavioral Control refers to an individual’s

perception of their ability to control and regulate their behaviors in academic settings
(Ham et al., 2015). It assert that individuals with higher levels of Perceived
Behavioral Control and Self-Efficacy tend to experience less academic-related stress
and anxiety, as they feel more equipped to handle academic demands and
challenges effectively (Lau et. Al., 2021).

Competence. Competence is built through success in academic or practical

tasks. When students experience success, they gain confidence in their abilities,
which is a key component of self-efficacy in students. It has shown that students are
more likely to engage in activities that they feel efficacious. In other words, students
need and like to have self-efficacy for learning material before they engage in
strategic effort (Doordinejad & Afshar, 2014). Also, when students have high self-
efficacy, they feel that they will be successful in tasks. Gradual mastery of skills over
time strengthens a student’s belief that they can achieve future successes. Studies
indicate that active learning environments, where students tackle real-world
scenarios, enhance problem-solving confidence and help bridge the gap between
theoretical knowledge and practical application is particularly effective in boosting
self-efficacy especially when the tasks are progressively challenging yet achievable
(Jamali et. Al., 2017).

Persistence. Persistence in self-efficacy among students refer to their ability

to continue exerting effort and maintain focus on tasks despite encountering
challenges, obstacles, or failures. Self-efficacy, or the belief in one’s capability to
succeed in specific tasks, directly influences persistence. Students with high self-

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efficacy are more likely to persist in the face of difficulties because they believe they
can overcome them, whereas those with low self-efficacy may give up more easily,
doubting their ability to succeed (Roch, 2019). The relationship between self-efficacy
beliefs and academic persistence is also positive, and as a result, a person’s
capacity for perseverance increases with increasing self-efficacy, a trait that can be
linked to success in both academic and professional domains. It is noteworthy to
notice that short-term self-efficacy ratings are substantially correlated with academic
achievement. This finding helps us understand that self-efficacy is a success tool
that needs to be nurtured because it fluctuates over time (Claudia et al., 2018).

Self-Regulated Learning. It is influenced by the strong correlation between

self-efficacy and self-regulated learning (SRL). Studies reveal that students who
possess greater self-efficacy typically employ more successful SRL techniques, like
time management and self-monitoring, which ultimately improves their academic
achievement (Morelli et. Al., 2023). Academic success requires self-regulation, which
entails conscious awareness and the selection and application of suitable strategies
to meet explicit or implicit learning objectives (Jansen et al., 2019).

Self-Motivation

Self-motivation is the inner force that propels people to do tasks and pursue
objectives without outside support. Self-motivated people take initiative, set goals,
and show resiliency when faced with obstacles. This type of motivation not only
increases happiness and self-worth but also personal fulfilment (Davis, 2014).
Additionally, self-motivation in students is crucial for their engagement and success.
It shows that students with a positive self-concept are more likely to engage and
excel in these fields, as it enhances their self motivation and overall interest in
students activities (Franks & Capraro, 2019).

Initiative. Initiative is crucial in fostering a mindset of self-regulation, where

students are motivated by internal rewards such as personal growth and
achievement rather than external factors. Students who exhibited proactive
behaviours, such starting assignments without outside encouragement, were shown
to be more likely to have higher levels of intrinsic motivation. Despite difficult
circumstances, these individuals demonstrated perseverance by setting and
pursuing their own academic goals (Geller, 2016). It entails having the capacity to

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evaluate circumstances and take initiative without requests from others. Students are
more likely to seek personal objectives and be genuinely involved in their education
when they take the initiative. Students academic self-efficacy and personal growth
initiative are positively correlated, which increases their drive and ability to bounce
back from setbacks (Cai et. Al., 2023).

Personal Drive. It is the internal drive to achieve goals and fulfill ambitions,
including self-motivation. It is crucial for resilience, enabling individuals to overcome
obstacles and stay focused on long-term goals (Acc, 2022). The inner desire for
students to succeed in school and meet academic objectives, often resulting from
future job aspirations, passion for a subject, or overcoming obstacles like difficult
tests or juggling school and other obligations. Together, personal drive and self-
motivation enable students to stay focused, develop their abilities, and succeed
academically over the long term without requiring continual prodding or
encouragement from others (Mauhay et al., 2023).

Commitment. Autonomous motivation, driven by personal satisfaction or

goals, significantly increases organizational commitment. This is particularly evident
in educational settings, where self motivated students are more likely to dedicate
themselves to challenges and achieve their goals (Levesque-Côté’s, 2020). The role
of both extrinsic and intrinsic motivators in fostering self-motivation and commitment.
When students are motivated by internal factors, such as the desire to improve or
care for others, they are more likely to stay committed to their tasks and goals. This
underscores the importance of fostering self-motivation in students to enhance their
commitment to academic challenges and overall success (Geller, 2016).

Optimism (Positive Attitude). Optimism is a positive attitude that can spur

students motivation to learn and achieve. Self-motivation plays an important role in
providing passion, enthusiasm, and pleasure in learning. So that learning motivation
needs to be cultivated, one of which is growing optimism. However, optimism alone
is not enough to achieve good results (Rosyid, 2019). This mindset can foster
motivation to correct failures by taking actions deemed necessary to achieve what is
expected. Thus, it can be said that optimism has an important effect on motivating
oneself so that the desired achievements can be achieved (Riyanti et. Al., 2023).

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Theoretical Framework

Self-Efficacy Theory

The Self-Efficacy Theory, created in 1977 by Albert Bandura, focuses on the

belief in one’s ability to successfully perform tasks or achieve goals. It identifies four
key sources of self-efficacy: mastery experiences (past successes), vicarious
experiences (observing others succeed), social persuasion (encouragement from
others), and emotional/physiological states (managing stress and emotions). These
beliefs influence motivation by determining the tasks people choose, the effort they
exert, and their persistence in the face of challenges. High self-efficacy leads to
greater resilience, ambitious goal-setting, and reduced anxiety, while low self-
efficacy can result in avoidance and decreased motivation. The theory has practical
applications in education, healthcare, and the workplace, where fostering self-
efficacy improves performance and engagement (Garrido, 2023).

Social Cognitive Theory

This study is anchored on the theoretical support of Bandura’s Social

Cognitive theory. Albert Banduras’s Social Cognitive theory emphasizes the
interplay of personal, behavioral, and environmental factors in shaping human
behavior. Central to this theory is the concept of self-efficacy, which refers to an
individual’s belief in their capacity to execute actions necessary to achieve specific
goals. Self-efficacy directly influences self-motivation, as people are more likely to
engage in tasks when they believe they can succeed (Bandura, 1997). In education,
students with high self-efficacy show greater academic persistence and motivation to
learn (Zimmerman, 2000). Self-motivation in Social Cognitive theory arises from self-
regulatory mechanisms, including goal setting, self-monitoring, and self-reward.
Asserts that individuals are proactive agents in their development, using their self-
efficacy beliefs to regulate motivation (Bandura, 1986).

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Conceptual Framework

Figure 1 presents the conceptual framework of the study. It consists of two

variables, self-efficacy as an independent variable and self-motivation as the
dependent variable.

Self-efficacy as an independent variable pertains to the students beliefs in

their capacity to executes behaviors necessary to produce specific performance
attainments. It pertains to confidence in the ability to exert control over one’s
motivation, behavior, and social environment. Another variable, self motivation,
refers to the students ability to engage in learning activities without relying on
external influences or rewards. It also refers to a method of motivating yourself by
identifying your traits, realizing the strengths you have, and visualizing success.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

SELF-EFFICACY SELF-MOTIVATION

Perceived Control Initiative

Competence Personal Drive
Persistence Commitment
Self-Regulated Learning Optimism (Positive Attitude)
(Bandura, 1997) (QuestMeraki, 2017)

Figure 1. The Conceptual Framework of the Study.

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 CHAPTER 2

METHODOLOGY

This section outlines the methodology employed in the study, detailing the
steps and tools used to ensure accurate and reliable results. It describes the use of a
quantitative research design, incorporating surveys to collect data from a targeted
sample group aligned with the study’s objectives. It also highlights the ethical
measures taken, such as securing informed consent and maintaining participant
confidentiality to uphold the integrity of the research process.

Research Design

This study utilized a descriptive-correlational research design. Roger (2015)

states that quantitative research encompassed a range of concerned method with
the systematic investigation of social phenomena, by using numerical or statistical
data. Descriptive research, as explained by Siedlecki (2020), examines the
organization and characteristics of a given population or group, providing a detailed
account of events and trends over time. Correlational research, on the other hand,
investigates the relationships between variables without manipulation (Esser, 2017).

In this study, it was appropriate to utilize the descriptive-correlational research

design since the researchers sought to determine the significant relationship
between Self-Efficacy (independent variable) and Self-Motivation (dependent
variable) of Senior High School Students.

Research Locale

This study will be conducted at a private school located in Barangay Sto.

Niño, Tugbok District, Davao City. The research will focus solely on senior high
school students enrolled in this school. This will look at how self-efficacy and self-

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motivation affects the daily lives of senior high school students. This study will
explicitly excludes students from public schools and junior high school students.

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 Figure 2. Maps of the Philippines and Davao City, Davao del Sur

Research Respondents

The study will involve 285 Senior High School students from Holy Child
College of Davao. To achieve the desired sample size, we utilized Raosoft, an online
sampling tool to select the 285 respondents. The respondents will be selected using
a simple random sampling. A simple random sample is a randomly selected subset
of a population. In this sampling method, each member of the population has an
exactly equal chance of being selected (Thomas, 2023). This study aims to
investigate the self-efficacy and self-motivation of Senior High School students,
exploring the factors that influence their motivation and confidence.

Research Instruments

In this study, the research instrument consists of two adapted questionnaires

designed to measure self-efficacy and self-motivation among senior high school
students. The first part of the questionnaire is the Self-Efficacy Scale, developed by
Bandura (1997), it serves as the instrument for the independent variable. This scale
assesses students’ perceived ability to successfully execute tasks and achieve goals
within academic contexts.

The second part of the questionnaire is the Self-Motivation Scale, developed

by QuestMeraki (2017), it is used to measure the dependent variable. It evaluates
the intrinsic drive of students to engage in academic activities, persist through
difficulties, and maintain a high level of commitment to their studies. It was validated
by experts as well as subjected to pilot testing and validly qualified through Cronbach
Alpha computation.

Both questionnaires utilize a Likert scale format, where respondents rate their
agreement with various statements. In the independent variable, the highest scale
(5) indicated that the level of self-efficacy among senior high school students was
always manifested, and the lowest scale (1) indicated that the level of self-efficacy

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among senior high school students was never manifested. For the dependent
variable, the highest scale (5) indicated that the level of self-motivation among senior
high school students was always manifested, and the lowest scale (1) indicated that
the level of self-motivation among senior high school students was never manifested.

Table 1. Descriptors for the mean level of the self-efficacy of senior high school
students

Mean
Descriptor Interpretation
Range
It indicates that the self-efficacy of the senior high school students
4.20-5.00 Very High
is always manifested.
It indicates that the self-efficacy of the senior high school students
3.40-4.19 High
is oftentimes manifested.
It indicates that the self-efficacy of the senior high school students
2.60-3.39 Average
is sometimes manifested.
It indicates that the self-efficacy of the senior high school students
1.80-2.59 Low
is seldomly manifested.
It indicates that the self-efficacy of the senior high school students
1.00-1.79 Very Low
is never manifested.

Table 2. Descriptors for the mean level of the self-motivation of senior high school
students

Mean
Descriptor Interpretation
Range
It indicates that the self-motivation of the senior high school
4.20-5.00 Very High
students is always manifested.
It indicates that the self-motivation of the senior high school
3.40-4.19 High
students is oftentimes manifested.
It indicates that the self-motivation of the senior high school
2.60-3.39 Average
students is sometimes manifested.
It indicates that the self-motivation of the senior high school
1.80-2.59 Low
students is seldomly manifested.
It indicates that the self-motivation of the senior high school
1.00-1.79 Very Low
students is never.

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Data Gathering Procedure

This section outlines the steps the researchers followed in conducting the
study. Initially, a formal letter of request was sent to the administration of Holy Child
College of Davao – Green Meadows Campus to seek permission to conduct the
research. Upon approval, the researchers worked with the school administration to
identify potential respondents among the senior high school students. Before data
collection, the researchers provided the respondents with a clear explanation of the
study’s purpose and objectives. Participants were required to read and sign an
Informed Consent Form (ICF) to ensure they understood the research process and
their role in it. After obtaining consent, the researchers distributed survey
questionnaires focused on self-efficacy and self-motivation. Once the completed
questionnaires were collected, the data underwent tabulation, statistical treatment,
interpretation, and analysis. The results were then presented in tables for easier
understanding and to guide the discussion of findings and implications.

Statistical tools

The data will be interpreted using descriptive statistics like mean, Standard
Deviation, Pearson-r correlation, and regression.

Mean. This will be used to determine the level of self-efficacy and self-
motivation; perceived control and initiative, competence and personal drive,
persistence and commitment, self-regulated learning and optimism of senior high
school students.

Standard Deviation. This will be used to measure the variation or dispersion;

self-efficacy or self-motivation to the mean of this study’s variables.

Pearson-r. The study will utilize the Pearson r correlation to determine the
significant relationship between the self-efficacy (measured through self-efficacy,
perceived control, competence, persistence, and self-regulated learning) and self-
motivation (measured through initiative, personal drive, commitment, and optimism)
of senior high school students.

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Ethical Considerations

The researchers will follow the ethical guidelines established by Holy Child
College of Davao throughout the study. The primary goal will be to validate the
research, address any errors or inaccuracies in the integrated data, and ensure that
the study poses no potential harm, risks, or dangers to the participants.

Moreover, the researcher will be responsible for ensuring the confidentiality of

all data collected during the study. Special care will be taken to protect the privacy
and anonymity of the participants, with clear communication regarding the conditions
under which they are participating. The researcher will emphasize that participation
is voluntary and that respondents fully understand the study’s methodology and their
role in it. Importantly, participants will have the right to withdraw from the study at
any time, and sufficient time will be provided to complete the survey.

Social Value. The study’s findings may influence coaching practices,

improving teacher preparedness and effectiveness. These results can inform school
administrators and language departments in developing supportive policies and
guidelines for new teachers. On a professional level, the study will help participants
reflect on their experiences as novice language teachers, fostering self-awareness
and promoting professional development.

Informed Consent. Informed consent will be obtained from beginning

language teachers participating in the research. A letter outlining the study, its
purpose, and the criteria for participation will be sent to the heads or principals of the
selected schools. The researcher will ensure that participants understand the study’s
goals and their rights, including privacy protection, voluntary participation, the use of
codes for anonymity, and the right to withdraw at any time.

Vulnerability of Participants. Given that the participants are beginning

English teachers, they may feel vulnerable due to potential anxiety about their
experience. To address this, participants will be informed of their right to withdraw
from the study at any time without consequences. The researcher will ensure that
participation is entirely voluntary and will prioritize participants’ well-being throughout
the study. Ultimately, the decision to participate will be left entirely up to the
individual.

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 Risks, Benefits, and Safety. To ensure participant safety, the researcher will
treat all participants with respect and address their needs. The use of codes instead
of names will protect their privacy. The study’s results will support both the
immediate and long-term professional growth of the participants by boosting their
confidence and effectiveness as English language teachers, and providing access to
valuable coaching resources. Furthermore, the study’s findings will contribute to a
broader understanding of instructional coaching and its effects on teaching efficacy
and anxiety, ultimately benefiting the teaching community. The results will be shared
with relevant institutions to promote accountability and transparency, benefiting
schools, administrators, and teachers.

Privacy and Confidentiality. All information collected through the survey will
be kept confidential to protect participants’ privacy, in accordance with the Data
Privacy Act of 2012. Anonymity will be ensured by coding responses, and access to
the data will be restricted to authorized individuals only. Once the study is
completed, any physical data, such as survey questionnaires, will be destroyed
securely, either by shredding or incineration.

Justice. The researcher will cover all costs associated with the study,
ensuring no external parties are involved in funding. To maintain fairness, participant
selection will be based solely on established inclusion and exclusion criteria,
ensuring equal treatment for all respondents. The researcher will also respect
participants’ autonomy and well-being, minimizing risks while maximizing the
potential benefits for participants.

Transparency. Participants will be informed about the study’s objectives

through the informed consent process. The researcher will provide transparency
throughout the study, allowing participants to re-consent and informing them of any
new findings. Participants will be given the option to receive a summary of the
study’s results and encouraged to reach out with any questions.

Qualification of the Researcher. The researcher holds a Bachelor’s degree

in Secondary Education, majoring in English, and has experience conducting
quantitative research as part of her degree program. She has attended relevant
seminars and workshops and has years of experience in academia, including
teaching research subjects in Senior High School in Davao City.

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 Adequacy of Facilities. The study will take place in a well-equipped and
conducive environment. The school library provides internet access and holds useful
resources, such as journals, theses, and dissertations, which will aid the
researcher’s investigation. Online support from the university attended by the
researcher will further facilitate access to relevant materials.

Community Involvement. This research focuses on language teaching

anxiety, a challenge faced by many novice teachers. The study’s outcomes will
benefit not only language teachers but also students, as teaching approaches can
impact student performance. Upon completion, the researcher will share the findings
with the school and local community, aiming to address key issues.

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 CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the results of the survey conducted by the researchers.

Each indicator is discussed and interpreted. Results for each are discussed followed

by the overall interpretation.

Table 3

Level of Self-efficacy

Table 1. Self-efficacy of Senior High School students, n = 285

Indicators x SD Description

Perceived Control 3.92 0.51 High

Competence 3.37 0.58 Moderate
Persistence 3.96 0.61 High
Self-regulated Learning 3.85 0.56 High
Overall 3.78 0.57 High

Presented in Table 1 are the statistical results of the student’s level of Self-

Efficacy as measured through the following indicators: Perceived Control has a

mean of 3.92 which falls under the category of high, Competence has a mean of

3.37 which falls under the category of moderate, Persistence has a mean of 3.96

which falls under the category of high, and Self-Regulated Learning has a mean of

3.85 which falls under the category of high. The overall mean is 3.78, which indicates

that the student’s level of Self-Efficacy is high.

Perceived Control. The result showed an overall mean of 3.92 which was

reported as high. This suggests that the students were highly engaged in controlling

22
and regulating their behaviors in academic settings (Ham et al., 2015). This

interpretation is backed by Lau et. Al. (2021) which asserts that individuals with

higher levels of Perceived Behavioral Control and Self-Efficacy tend to experience

less academic-related stress and anxiety, as they feel more equipped to handle

academic demands and challenges effectively.

Competence. The result showed an overall mean of 3.37 which was reported

as moderate. This indicates that the students are more likely to engage in activities

that they feel efficacious. Competence is built through success in academic or

practical tasks. When students experience success, they gain confidence in their

abilities, which is a key component of self-efficacy in students. It has shown that

students (Doordinejad & Afshar, 2014). This is supported by the study of Jamali et.

Al. (2017) which indicates that active learning environments, where students tackle

real-world scenarios, enhance problem-solving confidence, and help bridge the gap

between theoretical knowledge and practical application is particularly effective in

boosting self-efficacy especially when the tasks are progressively challenging yet

achievable.

Persistence. The result showed an overall mean of 3.96 which was reported

as high. This indicates that the students are more likely to exert effort and maintain

focus on tasks despite encountering challenges, obstacles, or failures. Self-efficacy,

or the belief in one’s capability to succeed in specific tasks, directly influences

persistence. The data lends support to this interpretation, as evidenced by Roch

(2019) states that students with high self-efficacy are more likely to persist in the

face of difficulties because they believe they can overcome them, whereas those

with low self-efficacy may give up more easily, doubting their ability to succeed. This

23
finding helps us understand that self-efficacy is a success tool that needs to be

nurtured because it fluctuates over time (Claudia et al., 2018).

Self-regulated Learning. The result showed an overall mean of 3.85 which

was reported high. This indicates that students who possess greater self-efficacy

typically employ more successful SRL techniques, like time management and self-

monitoring, which ultimately improves their academic achievement (Morelli et. Al.,

2023). Academic success requires self-regulation, which entails conscious

awareness and the selection and application of suitable strategies to meet explicit or

implicit learning objectives (Jansen et al., 2019).

Table 4

Level of Self-motivation

Table 2. Self-motivation of Senior High School students, n = 285

Indicators x SD Description

Initiative 3.85 0.60 High

Personal Drive 3.98 0.59 High

Commitment 3.79 0.61 High

Optimism (Positive Attitude) 3.90 0.62 High

Overall 3.88 0.61 High

Presented in Table 2 are the statistical results of the student’s level of Self-

motivation as measured through the following indicators: Initiative has a mean of

3.85 which falls under the category of high, Personal Drive has a mean of 3.98 which

falls under the category of high, Commitment has a mean of 3.79 which falls under

24
the category of high, Optimism (Positive Attitude) has a mean of 3.90 which falls

under the category of high. The overall mean is 3.88, which is interpreted as

indicating that the student’s level of Self-motivation is high.

Initiative. The result showed an overall mean of 3.85 which was reported as

high. This suggests that students exhibited a strong sense of initiative, reflecting a

mindset of self-regulation driven by internal rewards, such as personal growth and

achievement, rather than external factors. Students who demonstrated proactive

behaviors, such as starting assignments without external encouragement, were

found to have higher levels of intrinsic motivation. Despite facing difficult

circumstances, these individuals showed perseverance by setting and pursuing their

own academic goals (Geller, 2016). Initiative entails the ability to assess situations

and take action without waiting for instructions. Students who take the initiative are

more likely to set personal goals and become genuinely engaged in their education.

Moreover, there is a positive correlation between academic self-efficacy and

personal growth initiative, which enhances their motivation and ability to recover from

setbacks (Cai et al., 2023).

Personal Drive. The result showed an overall mean of 3.98, which was

reported as high. This indicates that individuals demonstrated a strong sense of

personal drive, taking active ownership of their goals and maintaining motivation

even in the face of obstacles. Individuals with high personal drive are often more

focused, resilient, and persistent in achieving their aspirations (Wooll, 2022). This

interpretation is supported by Mauhay et al. (2023), who assert that, together,

personal drive and self-motivation enable students to stay focused, develop their

abilities, and succeed academically over the long term without requiring continual

prodding or encouragement from others. Individuals with high personal drive are

25
often more focused, resilient, and persistent in achieving their aspirations (Wooll,

2022).

Commitment. The result showed an overall mean of 3.79 which was reported

as high. This suggests that students demonstrated a strong sense of commitment,

driven by both intrinsic and extrinsic motivations. Autonomous motivation, fueled by

personal satisfaction or individual goals, plays a significant role in increasing

organizational commitment. In educational settings, self-motivated students are more

likely to dedicate themselves to overcoming challenges and achieving their academic

goals (Levesque-Côte, 2020). When students are motivated by internal factors, such

as the desire to improve or help others, they exhibit greater perseverance and

commitment to their tasks and objectives. This highlights the importance of fostering

self-motivation to strengthen students’ commitment to academic challenges and

overall success (Geller, 2016).

Optimism (Positive Attitude). The result showed an overall mean of 3.90 which

was reported as high. This suggests that senior high school students generally

exhibit a strong sense of optimism. According to Rosyid (2019), optimism plays a

crucial role in fostering self-motivation by providing enthusiasm and persistence in

learning. Riyanti et al. (2023) further emphasize that optimism helps individuals take

necessary actions to overcome challenges and achieve their goals. In relation to our

study, this supports the idea that optimism may contribute to the development of both

self-efficacy and self-motivation, as students with a positive mindset are more likely

to believe in their abilities and stay motivated in their academic pursuits.

Table 3

26
Table 3. Significant Relationship on Self-efficacy and Self-motivation of Senior High
School students

Self-motivation
Variable Decision on Ho
r-value p-value

Self-efficacy 0.700 0.000* Reject

*p<0.05
The results of the computation and the tabulation shows that there is a

significant relationship between Self-efficacy and Self-motivation of Senior High

School students at R = 0.700 and p = 0.000 (p<0.05). This means that the study has

rejected the null hypothesis due to the p-value tabulated below the value of 0.000

which is less than the 0.05 significance. This means the correlation between the two

variables is statistically significant which proves the two variables are significant.

Prat-Sala and colleagues (2010) explore the relationship between self-

efficacy, self-motivation, and students' approaches to studying. Their research found

that students with high self-efficacy in reading and writing were more likely to adopt

deep and strategic learning approaches, while those with low self-efficacy tended to

rely on surface-level studying. These findings highlight the crucial role of self-efficacy

in shaping self-motivation and academic success, suggesting that fostering students'

confidence in their skills can lead to better learning outcomes.

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APPENDICES

Respondent’s Details:

32
Name (Optional): _______________________________

I. SELF-EFFICACY

Direction: For each statement in the survey. Please indicate the frequency of how
much you know, think, feel, or experience the statement by putting a check in the
box on the right side of each statement. There are no right or wrong answers, your
answers will be kept strictly confidential and you will not be identified.

Scale: 5- Strongly Agree 4- Agree 3- Neutral 2- Disagree 1- Strongly

Disagree

Perceived Control Scale

5 4 3 2 1

1. I will succeed because I can

improve my study habits.

2. I will be able to finish senior high

school because I am smart
enough to do so.

3. When I am called in recitations, I

give the correct answer because I
paid attention.

4. Passing a subject depends on

how well I perform.

5. The future depends on what I do

now.

6. My teachers give me high marks

because I deserve it.

7. Because I develop good study

habits, I learn more.

8. I can successfully control the

outcome of my performance task
such as group presentations, oral
works, multimedia presentations,
and research projects.

9. My teachers see me as a good

student.

10 I believe that I can pass English

subject because I have the ability
to do so.

33
11. I believe that I can pass English
subject because I have the ability
to do so.

12 I can successfully control the

outcome written works in my
academics such as quizzes, unit,
or long test.

Competence Scale

5 4 3 2 1

1. In whatever do, I strive to attain

excellence.

2. I do things creatively and it helps

me to get a good mark.

3. I can perform very well in any field

I get into.

4. During exams, I do not feel

anxious because I know I can
pass the test with high mark.

5. On the spot recitations does not

make me nervous because I can
answer them.

6. My teachers see me as one of the

best students in class.

7. I am convinced that I can master

the concepts and topics taught in
my class.

8. Compared with my classmates, I

think that I am a better academic
performer.

9. I can to excellent job in my

subjects.

10 I do not worry about the assigned

task to me in class.

11. I can get good grades in my

written works such as quizzes,
unit, or long test.

12 I can perform my task in my

academics such as group
presentation, oral work,

34
 multimedia presentations, and
research projects.

13 I can pass my quarterly

assessment such as periodical
test.

14 I am competent to pass Science

subject.

15 I am competent to pass Filipino

subject.

Persistence Scale

5 4 3 2 1

1. Despite discouragement from

peers, I still continue to study
hard.

2. In spite of pressures in school, I

continue to maintain my good
grades.

3. I manage to pull through even

when others think that there is no
hope in passing a subject.

4. When I'm having a hard time

understanding the lesson, I never
stop trying.

5. Regardless of obstacles, I keep

moving toward my goal.

6. If I will not give up, I can figure out

difficult homework.

7. If I try really hard, I can get

through even the most difficult
subject.

8. I know how to help myself and

that is persistently working hard.

9. I persistently solve problems with

regards to my academic subjects.

10 I consistently figure out how to do

the most difficult class works.

35
11. If I don't give up, I can do almost
all hard tasks in school.

12 Even if there are many obstacles,

I can learn it.

13 I am persistent to pass English

subject.

14 I work hard despite of difficulties

to get good grades in written
woks in my academics such as
quizzes, unit, or long test.

15 Despite obstacles, I am able to

accomplish my performance tasks
in my academics such as group
presentation, oral work,
multimedia presentations, and
research projects.

Self-Regulated Learning Scale

5 4 3 2 1

1. I can adjust whenever there are

hard activities in class.

2. I can study on my own.

3. Whenever there are suggestions

with regards to my negative study
habits, I welcome it to change.

4. I can monitor my learning

development.

5. I can submit my requirements

before the deadlines.

6. I organize my school works.

7. I plan my school activities.

8. I can remember the presented

discussions in class.

9. l can apply my lessons in

textbooks.

10 I can focus to study.

36
11. I arrange my study room to learn
without distractions.

12 I can motivate myself to do school

works and assignments.

13 I can motivate myself to learn.

14 I am motivated to pass English

subject.

15 I am motivated to pass Math

subject.

16 I am motivated to pass Filipino

subject.

17 When I commit mistakes, I am

willing to adjust my behaviour.

18 I believe I perform at my best in

written works in my academics
such as quizzes, unit, or long test.

19 I organize and plan proficently to

succeed in my performance tasks
in my academics such as group
presentation oral works,
multimedia presentations, and
research projects.

20 I am motivated to excel in my
quarterly assessment in my
academics such as periodical
exams.

37
 II. SELF-MOTIVATION

Direction: For each statement in the survey. Please indicate the frequency of how

much you know, think, feel, or experience the statement by putting a check in the

box on the right side of each statement. There are no right or wrong answers, your

answers will be kept strictly confidential and you will not be identified.

Scale: 5- Strongly Agree 4- Agree 3- Neutral 2- Disagree 1- Strongly Disagree

Personal Drive Scale

5 4 3 2 1

1. I enjoy taking responsibilities for

new projects out of interest and
willingness.

2. I love to take leadership for

challenging tasks.

3. I take ownership for problems and

do not blame others.

38
4. I am willing to learn new skills that
will help me in my work.

5. I readily accept tasks even if they

are not within my job description.

6. I keep identifying areas of

improvement in my work and try
to develop in those areas.

7. I have strong desire to achieve

and excel.

8. I feel good when I get positive

feedback from my team
members.

9. I am open to criticism and willing

to improve myself for my
betternment.

10 I get very excited about working

with new team members and
enjoy my work time with them.

Commitment Scale

5 4 3 2 1

1. I am willing to work hard to meet

my personal and organizational
goals.

2. I do my job with commitment

because I try to be perfect.

3. I do not mind working for longer

hours in order to complete my
work.

4. I will not compromise on quality of

work, though it takes a lot of time
and energy.

5. I go to school on time.

6. I believe in dedication and

perseverance to achieve my
goals and vision.

7. I set my personal goals in line

with organizational goals.

39
8. I get a tense of satisfaction when I
achieve goals that I have set for
myself.

9. I like to set goals that are realistic

and achievable.

Initiative Scale

5 4 3 2 1

1. I am constantly on the lookout for

new and innovative tasks.

2. I will not hesitate to extend my

support at work even though it is
not within my scope.

3. I try to see the future directions of

my organization and equip myself
to meet the needs.

4. I get enthusiastic when I am a

part of a challenging task.

5. If a colleague asks me for help, I

will go out of my way to help
him/her.

6. I am very quick to identify and

take advantage of opportunities.

7. I am all set to implement innovate

ideas in my work.

8. I volunteer my services for

organizational growth without any
internal motive.

9. I am person who helps others

without expecting anything in
return.

Optimism Scale

5 4 3 2 1

1. I take feedback from my

colleagues for self-development.

40
2. I do not give up on tasks started
even if I meet setbacks and
obstacle at work.

3. Even when I feel like giving up, I

push myself to work and complete
what I have started.

4. I do not expect my colleagues’

help to complete my work.

5. I train myself to be focused at

work and do not give in to
criticisms or wasted talk.

6. I periodically self-evaluate my
work against set standards.

7. I do not expect others to motivate

me.

8. I do not take heart to heart any

conflicts or arguments, raised by
my colleagues at work.

9. I like to progress with my work in

spite of unsupportive or
disobliging team members.

10 I do not get discouraged of

failures and believe that there is
always next time.

41