The Association of The Self-Esteem of Senior High School Students Towards Their Efficacy On Academic Performance

THE ASSOCIATION OF THE SELF-ESTEEM OF SENIOR HIGH STUDENTS TOWARDS THEIR
EFFICACY ON ACADEMIC PERFORMANCE
Title Page
THE ASSOCIATION OF THE SELF-ESTEEM OF SENIOR HIGH SCHOOL
STUDENTS TOWARDS THEIR EFFICACY ON ACADEMIC PERFORMANCE
A Thesis Presented to the

Senior High School Department
In Partial Fulfillment of the Requirements for the Subject

Inquiries, Investigation and Immersion
Antoneth M. Calilung
Jerremae Anne G. Cunanan
Mariel D. Gulla
Mariel Sofia P. Isip
Cristian R. Martin
Rochelle P. Nuqui
John Biencent M. Sundiam
Ayen Erl B. Tungul
April 2021
ii
SELF-ESTEEM OF SHS STUDENTS ON SELF-EFFICACY TOWARDS ACADEMIC PERFORMANCE
APPROVAL SHEET
This thesis entitled, The Association of the Self-Esteem of Senior High School
Students of Mary the Queen College of Pampanga towards Their Efficacy on Academic
Performance was prepared and submitted by Antoneth M. Calilung, Jerremae Anne G.
Cunanan, Mariel D. Gulla, Mariel Sofia P. Isip, Christian R. Martin, Rochelle P. Nuqui,
John Biencent M. Sundiam, and Ayen Erl B. Tungul in partial fulfillment of the
requirements for the subject Inquiries, Investigation and Immersion has been examined and is
recommended for acceptance and approval for Oral Examination.
__ __ __ __ __ __ _ __ _ __ __ __ __
Camille G. Domingo, RPm, MAGC

Thesis Adviser
Committee on Oral Examination
Accepted and approved in partial fulfillment of the requirements for the subject
Inquiries, Investigation and Immersion.
____ ___ ___ ___ ___ ___ ___

Garry L. Pangan
Chairman
_____ ___ ___ ___ ___ ___ _____ ___ ___ ___ ___ ___
Elizer S. Sampang, LPT Alfred Abdon D. Ticsay
Panel Member Panel Member
Approved by
Kim Kenneth T. Ayroso, LPT, MAEd

Strand Coordinator
Rosalie P. Cayabyab, LPT, MAEd

Principal, Senior High School Department
Michael B. Lapid, MBE, MAT

President
iii
ACKNOWLEDGMENT
The researchers would like to express their deepest gratitude to the following
people, for without them this research paper would not be possible:
First and foremost, to Mr. Michael B. Lapid, the president of this institution for
allowing us to undergo our study in this beloved institution.
Mrs. Rosalie Cayabyab, for giving us permission to conduct our research within
the senior high department.
To Mary the Queen College of Pampanga Inc. and its students for allowing us to
proceed with our data gathering procedure with ease.
Our research teacher, Sir Garry Pangan, for sharing your wisdom and providing
your insights to us. We are grateful for your guidance in finishing this study of ours.
To our research adviser, Ma’am Camille Domingo, for accommodating our
questions and provided us with feedback despite their busy schedule.
And lastly, to our Lord God Almighty, whom has strengthened us and given us
the courage to accomplish this study especially now in this time of the pandemic.
The researchers express their sincerest gratitude to these people who have
supported them throughout the process of our research. Without these individuals, this
study would not have been possible.

iv
DEDICATION
This study is wholeheartedly dedicated to these people who have been a part of
the journey of the researchers:
To their parents, who have provided them moral and spiritual support as they
completed this research paper.
To their fellow classmates, for their advice and assistance while conducting their
study.
And to the Almighty God, for giving them the will to persevere through our study
even during the times that they wanted to give up, as well as blessing them with good
health throughout this journey of theirs in researching.
The Researchers
v
TABLE OF CONTENTS
Title Page ......................................................................................................................... i

APPROVAL SHEET ......................................................................................................ii
ACKNOWLEDGMENT ............................................................................................... iii
DEDICATION ............................................................................................................... iv
TABLE OF CONTENTS ................................................................................................ v
LIST OF TABLES ........................................................................................................ vii
LIST OF FIGURES ......................................................................................................viii
Abstract ........................................................................................................................... 1
Introduction ..................................................................................................................... 2
Statement of the Problem............................................................................................. 6
Hypothesis................................................................................................................... 6
Theoretical Framework ................................................................................................ 7
Conceptual Framework................................................................................................ 7
Significance of the Study ............................................................................................. 8
Scope and Delimitation................................................................................................ 9
Definition of Terms ..................................................................................................... 9
Method .......................................................................................................................... 10
Research Design ........................................................................................................ 10
Respondents .............................................................................................................. 10
Instruments ................................................................................................................ 11
Procedure .................................................................................................................. 12
Data Analysis ............................................................................................................ 12
Ethical Considerations ............................................................................................... 13
Results .......................................................................................................................... 14
Discussion ..................................................................................................................... 23
Conclusion ................................................................................................................ 26
Recommendations ..................................................................................................... 27
References ..................................................................................................................... 29
vi
Appendix A: Rosenberg’s Self-Esteem Scale (1989) ..................................................... 33

Appendix B: Revised Version of Academic Self-Efficacy Scale for Filipino Junior High
Students (2018) ............................................................................................................. 34
Appendix C: Letter to Conduct Study ............................................................................ 38
Appendix D: Letter of Consent ...................................................................................... 39
Curriculum Vitae ........................................................................................................... 40
vii
LIST OF TABLES
Table 1… Level of Self-Esteem among the Respondents .......................................... 14
Table 2 Level of Academic Self-Efficacy among the Respondents in terms of
Perception ..................................................................................................................... 15
Table 2.1 Level of Academic Self-Efficacy among the Respondents in terms of
Competence .................................................................................................................. 17
Table 2.2 Level of Academic Self-Efficacy among the Respondents in terms of
Persistence .................................................................................................................... 18
Table 2.3 Level of Academic Self-Efficacy among the Respondents in terms of Self-
Regulated Learning ....................................................................................................... 19
Table 3…… Summary of the Level of Academic Self-Efficacy among the Respondents
...................................................................................................................................... 20
Table 4……Relationship between the Self-Esteem and the Efficacy on Academic
Performance of the Students…………………………………………………………… 23

viii
LIST OF FIGURES
Figure 1 Schematic Diagram of the Study………… 8

1
SELF-ESTEEM OF SHS STUDENTS ON SELF-EFFICACY TOWARDS ACADEMIC
PERFORMANCE
Abstract
In the modern day society of the Philippines, K-12 has brought upon new set of
stressors that affect the self-esteem of student, which in-turn may affect their efficacy
when it comes to performing their academic tasks proficiently. This study aimed to show
if there significant association between the independent variable, which is the student’s
self-esteem, and the dependent variable, their academic self-efficacy, by using a
descriptive correlational research design. The researchers handed out a curated survey
questionnaire to a total of 100 respondents from the senior high school department of a
selected institution in order to determine the levels of their self-esteem in correlation to
their academic self-efficacy. The data revealed that the two variables indeed have a
positive relationship, albeit in low levels, between one another with a p-value of 0.435,
concluding that the self-esteem of students is indeed essential in honing a better efficacy
in themselves in order for them to possess a good academic performance. As a result, the
researchers conclude that school should instill programs that will benefit their students’
self-esteem for them to continue or maintain a positive academic performance throughout
the semester.
Keywords: self-esteem, academic self-efficacy, academic performance

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The Association of the Self-Esteem of Senior High School Students of Mary the
Queen College of Pampanga towards Their Efficacy on Academic Performance
Introduction
With the implementation of the K-12 program back in 2012, senior high-school is
now one of the most crucial points in a student’s journey through education. It brings a
whole other level to the academic situation of the Philippines, bombarding itself into the
country with a new system of teaching that both students and teachers alike had to adapt
with. Although it has been many years since then, there are still many struggles and
challenges being faced in regards to this program, bringing a strain to both the physical
and mental attributes of those directly affected by it. This is especially true now with the
pandemic, as it brings upon yet another set of challenges that students have to adjust to,
some of which include their new schedules and the adaptation of using digital platforms
that they may be unfamiliar of unaccustomed to. Because of these factors, combined with
both the increased academic stress and unstable conditions of society, students are
becoming more and more perplexed and anxious about the future. This in turn causes for
them to be doubt their next steps in life, lowering their self-esteems, and possibly
affecting their efficacy in their learning environments and their academic performance in
general.
Though senior high school was stated to help gear learners with the necessary
skills and competencies needed for later aspects of their life such as college and
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employment (‘K-12’, n.d). It provides students with many learning opportunities that can
help them develop abilities and absorb knowledge that will propel them forwards to their
dream careers. That being said, the amount of work included within it can bring stress
upon a student’s back. Likewise, with only two years being allotted to senior high, it is
inevitable that a person may begin to feel pressure in their lives, especially with this
being their transition between their teenage years and adulthood, or high school and
college. As a result, both the external and internal factors of an individual may be
affected, one of which is the self-esteem (Moradi & Kamran, 2014).
Self-esteem plays as an important role in an individual’s daily life. It is an
influencing factor that largely affects the motivation in achieving success primarily in
school or work-related endeavors (Cherry, 2021). That is because self-esteem can also be
perceived as a person’s image of themselves, their own capabilities, shortcomings, and
overall standing. As further elaborated by D’Mello (2018), Self-esteem can also be
defined as a self-assessment of their own strengths and weakness. More specifically,
Burger, et.al (2020) expressed that it is a person’s image of their own self-worth. For
students, this plays a crucial role in their motivation to study, moreover their ability to
achieve academic succession. It affects their ability to discern where they are excelling
and where they are falling behind which helps immensely in the growth of their academic
performance. Overall, it has been noted that having high levels of self-esteem is observed
to contribute to a generally healthier well-being in life (Atmaca & Ozen, 2019). For
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students, Acharya & Charlise, (2015) has observed that the pre-existing self-esteem
levels of students can contribute to higher success and better adjustment to learning
environments. Thus, it is widely known that having high self-esteem levels contributes to
one’s efficacy in terms of attaining their goals and aspirations.
On the other hand, self-efficacy is defined as the capacity of an individual to
exude effectiveness in a certain area (Caroll, et.al, 2008). It is centered more on ‘doing’
rather than ‘being’, which is more attributed to self-esteem (Ackerman, 2014). It is how a
person can be measured in terms of their ability in attaining their goals and aspirations in
life from their own perspective. As Cherry, (2020) emphasized, the self-efficacy of an
individual greatly impacts how they handle the situations they face in day-to-day life.
Self-efficacy is built up by both interpersonal and intrapersonal factors, which include the
behavior and environmental events experienced by the person that can greatly influence
their views. (Dinther, et.al, 2011). In theory, if one were to be subjected to negativity,
then this would most likely have an equally negative effect to their performance in life,
and vice-versa for being exposed to positive things.
Self-efficacy in the context of academics is defined as a student’s belief in their
abilities to achieve success in learning (Kandemir, et.al, 2014). Becoming conscious in
one’s abilities and overall view of the self can contribute to the progression of their
learning performance (Weisskirch, 2018). It helps the student realize in what areas they
are lacking and need additional guidance with, as well which areas they are excelling
how to can continue to improve or maintain the level of competencies they have right
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PERFORMANCE
now. Having this awareness of the self contributes to how efficient you can improve and
adapt within new learning environments. In relation to this, Giunta, et al., (2013) noted
that knowledge and self-esteem are positively interrelated, with both characteristics
increasing the perceived academic output of the students, which create an impact of self-
esteem on senior high school grades. However, it has been noted by Doménech-Betoret,
et.al (2017) that there is still little research regarding self-efficacy and its relationship
toward academic satisfaction leading to academic performance.
That being said, Weisskirch, R.S (2018) also has noted that although a student
may enter the semester with optimism and high motivation that does not necessarily
mean that they grades they will obtain will be that of their expected outcome. This is
especially true in regards to modern day society, where many individuals think lowly of
themselves due to various internal and external reasons. Despite this outlook towards
their image, however, there are still a number of people who manage to find success or at
the very least achieve their aspirations in life. Moreover, due to the current situation in
the society, students continue to push through with their studies despite the barrage of
dilemmas that threaten their mental well-being, primarily their self-esteem.
In this paper, the researchers aim to find the link between the students’ self-
esteem and their efficacy in relation to their academic motivation. This study will help
students become more aware as to how their academic behavior influence their success in
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learning. Moreover, it will help teachers and parents alike realize their role in the creation
or destruction of their self-esteems and push them to encourage them more positively.
Statement of the Problem

This study aimed to assess the importance of determining the self-esteem of the
students towards their efficacy on academic performance during this time of flexible
learning among senior high-school students; this study is to be conducted during the
academic year 2020-2021.
1. How can the self-esteem of the senior high school students be perceived?
2. How can the academic self-efficacy of senior high school students be described
in terms of:
2.1 Perception
2.2 Competence
2.3 Persistence
2.4 Self-Regulated Learning
3. Is there a significant association between the self-esteem and the self-efficacy
of senior high students towards their academic performance?
4. Based on the findings of the study, what implications may be drawn?
Hypothesis
Ho: There is no significant association between self-esteem and the self-efficacy
of senior high-school students on their academic performance.

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Theoretical Framework
The study was supported by the Theory of the Self by William James (1890). This
theory defines self-esteem as an image of our inner beings, whether or not we choose to
acknowledge this. It also highlights how well we like ourselves defining the idea of self-
esteem. This theory is connected to the research as the proponents consider the
probability of self-esteem controlling an individual’s abilities to achieve a certain goal, in
this case, developing a healthy self-efficacy in relation to the academic performance.
Conceptual Framework
Input Process Output
- Self-esteem of the - Conducting of - Association of

Students survey self-esteem on
questionnaire using academic
online platforms. performance of
-Self-efficacy on students.
academic
performance in - Analysis and
terms of: interpretation of
- Perception data collected
through survey.
- Competence
-Persistence
-Self- Regulated
Learning
Figure 1: Schematic Diagram of the Study

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The study utilized the IPO model as shown in figure 1. Within the input frame are
the acquired knowledge regarding the problem at hand, the self-esteem of the respondents
as well their self-efficacy on academic performance in terms of perception, competence,
persistence, and self-regulation. The process included the conducting of the survey
questionnaire to be done through the utilization of online platforms and the analyzation
and interpretation of the collected data. Lastly, the output disclosed the impact of self-
esteem to the self-efficacy in academic performance.
Significance of the Study

The study will benefit the following personalities:
Students. This study will benefit the senior high school students in improving
their self-esteems in turn impacting their academic performances.
Teachers. This research will benefit the teachers for the purpose of being aware
as to how they can affect the students’ self-esteem and its implications towards their
academic behavior and attitude.
Parents. This study will help parents that they play a significant in building up or
breaking down of their children’s self-esteem.
School Administration. The school administrators will benefit in this study with
having a better idea of how they can help nurture the self-esteems of their students.
Future Researchers. This research will benefit the future researchers for them to
have references as related studies or literature and expand their knowledge on this body
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of research for their future study. The researchers also hope they will be able to come up
with their own conclusions and topics for their own studies in the future.
Scope and Delimitation

The study was focused on the senior high school students of Mary the Queen
College of Pampanga Inc. in terms of respondents. It was centered on determining the
association between the senior high school students’ self-esteem towards their self-
efficacy on academic performance. The researchers surveyed a total of 100 senior high
school students. This was conducted during the second semester of the academic year
S.Y 2020-2021.
Definition of Terms
Below is the definition of terms used within the study as defined
conceptually/operationally:
Self-esteem. The satisfaction an individual has in their own abilities (Merriam
Webster, 2021). In this study, it is defined as the student’s confidence in their own
capabilities towards their schooling.
Academic performance. The measure of a student’s academic achievements or
success during their period of schooling (Williams, 2018).
Self-efficacy. The capacity of an individual to execute something successfully
(Dictionary.com). In this case, it is the measure of how effective a student is in regards to
achieving their academic goals.

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Method
This section presented the research methodologies and procedures to be executed
in the conduct of the study. It also included the discussion of the research design,
respondents, instruments, procedures, data analysis, and ethical considerations utilized
within the research.
Research Design
This study employed the use of the descriptive correlational research design in
determining the self-esteem towards their efficacy on academic performance of the senior
high school students of Mary the Queen College of Pampanga. A descriptive
correlational research aims to accurately and systematically describe a population,
situation or a phenomenon. It answers the what, where, when, and how questions, but not
why questions (McCombes, 2020). It is also used in assessing the relationship or
association between two variables. In the context of this study, the researchers aim to
know the association between self-esteem and the self-efficacy of senior high students on
their academic performance.
Respondents
The respondents of the study comprised of 50 Grade 11 students and 50 Grade 12
students at Mary the Queen College of Pampanga of AY 2020-2021 for a total of 100
respondents. The populations for the students of 50% is as follows:

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The researchers utilized the simple random sampling in selecting the respondents
of the study. It is the basic sampling technique wherein every individual within the
population chosen for the study has an equal chance of being included in the sample
(Easton & McColl’s). With this, all the population of senior high school have the same
probability of being chosen as the respondents of the study. However, only 50 Grade 11
and 50 Grade 12 Students were chosen for the survey.
Instruments
In order for the required data to be gathered, the researchers floated a survey
questionnaire to identify the respondents of the study. The questionnaire used consists of
the two adapted instruments as follows: The Rosenberg’s Self-Esteem Scale (1989) and
the Academic Self-Efficacy Scale for Filipino Junior High Students (2018):
The Rosenberg’s Self-Esteem Scale (SES) was authored by Rosenberg (1989). It
is an instrument consisting of 10 questions aiming to measure the self-esteem of the
respondent. It is performed on a 4-point Likert scale, ranging from “strongly agree' to
‘strongly disagree’. Its internal consistency was measured at 0.77.
The Academic Self-Efficacy Scale for Filipino Junior High Students (ASES-
FJHS) was developed by Dullas (2018). It consists of 62 questions performing on a 4-
point Likert Scale that measure the self-efficacy of students in their academic
performance in terms of perception, competence, persistence, and self-regulation. The
scale received a Chronbach’s α of .95, providing its reliability. This questionnaire was
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modified in order to further suit the respondents of the study which are senior high school
students.
Procedure
The researchers followed through the listed procedures in conducting their
research: First and foremost was the formulation of the research title and the purpose of
the study. Second, they asked for permission from the senior high principal to conduct the
study in the institution, Mary the Queen College of Pampanga Inc., as well as created
letters of consent for the respondents which are the senior high students. Once that was
secured, the researchers began to distribute the survey questionnaire through the use of
Google Forms and social media platforms. The data gathered from the questionnaires was
then compiled and analyzed systematically. Lastly, the said data was then analyzed then
finalized for discussion and presentation, as well as for producing possible programs in
order to boost the self-efficacy of students based on their self-esteem.
Data Analysis
The researchers used descriptive and inferential statistics such as the frequency,
percentage, and mean in analyzing the data received from the survey questionnaire for the
purpose of the study.
For the descriptive statistics, the mean was used in determining the level of self-
esteem and academic self-efficacy that the respondents possessed. On the other hand,
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frequency and percentage were used in calculating the total amount of respondents
present within the study.
In terms of inferential statistics, Pearson’s r-correlational coefficient was
implemented in determining if there is a significant association between self-esteem and
academic self-efficacy and its level.
Ethical Considerations
The researchers adhered to the protocols and guidelines provided by the school in
conducting their research. Primarily, the American Psychological Association (APA)
format was used throughout the study’s citations and references.
The researchers sent out a letter of approval to the institution, Mary the Queen
College of Pampanga Inc., before conducting their research, as well as provided letters of
consent for the respondents before handing out the survey to them. In relation to this, the
researchers also handled the data received from them with utmost care. The identities and
personal details of the respondents will be kept anonymous and confidential.

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Results
This chapter presented the analysis and interpretation of the data gathered in this
study through a survey questionnaire presented to senior high students in order to identify
if their self-esteem has a significant association to their efficacy on their academic
performance. The data that was gathered has been tabulated in order to answer the
specific problems as stated in Chapter 1.
Table 1. Level of Self-Esteem among Respondents

Items Mean Interpretation
1. I feel that I am a person of worth, at least on an
2.12 Moderate Self-Esteem
equal plane as others.
2. I feel that I have a good number of qualities. 2.09 Moderate Self-Esteem
3. All in all, I am inclined to feel that I am a failure. 1.51 Low Self-Esteem
4. I am able to do things as well as most other people. 2.08 Moderate Self-Esteem
5. I feel I do not have much to be proud of. 1.45 Low Self-Esteem
6. I take a positive attitude toward myself. 2.18 Moderate Self-Esteem
7. On the whole, I am satisfied with myself. 2.05 Moderate Self-Esteem
8. I wish I could have more respect for myself. 0.79 Poor Self-Esteem
9. I certainly feel useless at times. 1.19 Low Self-Esteem
10. At times I think I am no good at all. 1.17 Low Self-Esteem
Average Weighted Mean 1.66 Low Self-Esteem
The table measures the self-esteem of the respondents based on the survey.
According to the findings of the study, majority of the students possessed low self-esteem
levels. A low self-esteem in the context of this research would be that the respondents do
not have sufficient trust in themselves and their abilities to accomplish their academic
tasks. The table elaborates that the students’ have at least a positive a positive outlook on
the skills and knowledge that they possess within themselves. Additionally, they are
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overall satisfied with their beings, and also believe to have the same level of self-worth
and are able to keep up with the people around them in terms of their capabilities.
However, the findings also revealed that at a staggering mean of 0.79, many of the
student-respondent’s harbored feelings of uselessness from time to time. In addition, the
finding of the study reveal that the learners’ have little respect for themselves resulting
for them to have doubts and second thoughts on their strengths. Overall, we can conclude
that the majority of the respondents have a poor self-esteem by the average weighted
mean of 1.66.
Table 2 Level of Academic Self-Efficacy among the Respondents in terms of Perception

1. I will succeed because I can improve my study
2.43 Moderate Self-Efficacy
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
1.91 Low Self-Efficacy
answer because I paid attention.
4. Passing a subject depends on how well I perform. 2.18 Moderate Self-Efficacy
5. The future depends on what I do now. 2.31 Moderate Self-Efficacy
6. My teachers give me high remarks because I
deserve it.
7. Because I develop good study habits, I learn more. 2.24 Moderate Self-Efficacy
8. I can successfully control the outcome of my
performance tasks such as group presentations, oral 2.01 Moderate Self-Efficacy
work, multimedia presentations, and research projects.
9. My teachers see me as a good student. 2.12 Moderate Self-Efficacy
10. I can successfully control the outcome of my
written works in academics such as quizzes or long 2.08 Moderate Self-Efficacy
tests.
Average Weighted Mean 2.17 Moderate Self-Efficacy
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Diving deeper into details, the table above revealed the respondents’ academic
self-efficacy in terms of perception. Perception is the students’ awareness towards their
surroundings, in this case, the academic setting, and how they can operate within them.
With weighted means of 2.43, it can be observed that the respondents are aware of their
active role as a student and what they need to do in order to accomplish the tasks given to
them at school successfully. They are conscious of the fact that what they do now will
create an impact towards their future in terms of academics. However, it can be seen that
the respondents have low-self efficacy in terms of recitation, meaning that they may not
be confident in answering orally due to either stage fright or not having been able to pay
attention in class with a weight mean of 1.91. In general, the respondents showed a
moderate self-efficacy in terms of their perception with an average weighted mean of
2.17.
Table 2.1 Level of Academic Self-Efficacy among the Respondents in terms of Competence
1. In whatever I do, I strive to attain excellence. 2.21 Moderate Self-Efficacy
2. I do things creatively and it helps me to get a good
mark.
3. I can perform well in any field I get into. 1.80 Low-Self Efficacy
4. During exams, I do not feel anxious because I know
1.66 Low-Self Efficacy
I can pass the test with high marks.
5. On the sport recitations do not make me nervous
because I can answer them well.
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.
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8. Compared with my classmates, I think I am a better 1.38 Low-Self Efficacy

academic performer.
9. I can do an excellent job in my studies. 2.13 Moderate Self-Efficacy
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 or long tests.
12. I can perform my tasks in academics such as group
presentation, oral work, multimedia presentations, and 2.09 Moderate Self-Efficacy
group projects.
13. I can pass my quarterly assessment such as
periodical test.
Average Weighted Mean 1.87 Low Self-Efficacy
The next table measured the students’ academic self-efficacy in terms of
competence. Competence defined is having enough knowledge or skills to accomplish a
certain set of tasks or objectives. In the case of this study, it is the learners’ abilities to
exude effort in their academics with confidence in their ability to do so. As observed on
the table, the respondents reveal that they express sufficient motivation and effort in
doing their school work with a weighted mean of 2.22. Likewise, it can be perceived that
the students have confidence in themselves that they are able to pass their quarterly
assessments as well as achieve high remarks in their academic tasks such as written
exams, group presentations, and oral recitations. Despite this, it can be noted that the
respondents often experience anxiety when it comes to their perception towards their own
academic performance, especially in relation to their peers’ and teachers’ views of it with
the following weighted mean of 1.84. All in all, with an average weighted mean of 1.87,
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it can be perceived that the respondents have low self-efficacy in regards to their
competence towards their academic performance.
Table 2.2 Level of Academic Self-Efficacy among the Respondents in terms of Persistence
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
there is no hope in passing a subject.
4. When I’m having a hard time understanding a
lesson, I never stop trying.
5. Regardless of obstacles, I keep moving towards 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
academic subjects.
10. I consistently figure out how to do the most
difficult class works.
11. If I don’t give up, I can do all hard tasks in school. 2.33 Moderate Self-Efficacy
12. Even if there are many obstacles, I can learn it. 2.33 Moderate Self-Efficacy
13. I work hard despite of difficulties to get good
grades in written works in my academics such quizzes 2.33 Moderate Self-Efficacy
or long tests.
14. Despite obstacles, I am able to accomplish my
performance tasks in my academics such as group
presentation, oral work, multimedia presentations, and
research projects.
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This table measured the academic self-efficacy of the respondents in regards to
their persistence. Persistence is the students’ ability to exert effort and push through their
academic tasks despite the obstacles they might experience along the way. In general, the
survey revealed that the respondents continue to excel and maintain their grades in their
studies despite encountering difficulties at the weighted mean of 2.46. Similarly, the
students are capable of helping themselves when it comes to answering challenging
assignments and are persistent in performing well despite hindrances in subjects they may
find burdensome with a weighted mean of 2.04. As a result, the respondents displayed a
moderate level of self-efficacy in terms of persistence with an average weighted mean of
2.29, meaning that express willingness and perseverance in their studies even if they will
experience problems from time to time for the duration of their academics.
Table 2.3 Level of Academic Self-Efficacy among the Respondents in terms of Self-Regulated
Learning
1. I can adjust whenever there are hard activities in
class.
2. I can study on my own. 2.14 Moderate Self-Efficacy
3. Whenever there are suggestions with regards to my
negative study habits, I welcome it to change.
4. I can monitor my learning development. 1.96 Low Self-Efficacy
5. I can submit my requirements before deadlines. 2.39 Moderate Self-Efficacy
6. I organize my school works. 2.18 Moderate Self-Efficacy
7. I plan my school activities. 2.09 Moderate Self-Efficacy
8. I can remember the presented discussions in class. 1.91 Low Self-Efficacy
9. I can focus to study. 2.06 Moderate Self-Efficacy
10. I arrange my study room to learn with distractions. 1.92 Low Self-Efficacy
11. I can motivate myself to do school works and
assignments.
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12. I can motivate myself to learn. 2.25 Moderate Self-Efficacy

13. When I commit mistakes, I am willing to adjust
my behavior.
14. I believe I perform at my best in written works in
my academics such as quizzes or long tests.
15. I organize and plan proficiently to succeed in my
performance tasks in my academics such as group
presentations, oral work, multimedia presentations,
and research projects.
16. I am motivated to excel in my quarterly
assessment in my academics such as periodical exams.
This table showed the self-regulated learning levels of the respondents. Self-
regulated learning defined is how the students to respond to their academic tasks. It also
encompasses their ability to exhibit self-control in their studies and can effectively learn
either by themselves or with little to no assistance as possible. Above, it can be noticed
on the table that mostly of the respondents have moderate self-efficacy when it comes to
their own capabilities and their willingness to achieve a certain goal with a mean of 2.39.
However, it can also be observed that the respondents have low self-efficacy when it
comes to their willingness to learn with a mean of 1.91. In general, the respondents
showed levels of a moderate self-efficacy in terms of their self-regulation, meaning that
they can get good grades whenever they wanted to and are willing to commit in
improving themselves in their trouble areas, with an average weighted mean of 2.13.
Table 3 Summary of the Level of Academic Self-Efficacy among the Respondents

1 Perception 2.17 Moderate Self-Efficacy
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2 Competence 1.87 Low Self-Efficacy

3 Persistence 2.29 Moderate Self-Efficacy
4 Self-Regulation 2.13 Moderate Self-Efficacy
The table above revealed the summary of the self-efficacy of the respondents in
terms of perception, competence, persistence and self-regulation. As shown, the students
expressed moderate self-efficacy in regards to their perception, persistence, and self-
regulation at the weighted means of 2.17, 2.29, and 2.13, respectively. This reveals that
the students aware of their academic situation, and are actively participating in their
school activities and responsibilities by displaying effort and persistence through their
participation in discussions, answering their given homework and projects, and
continuing to study though they may encounter difficulties that could hinder their
academic performance from time to time. Furthermore, the survey showed that the
learners’ exhibited self-control by prioritizing their studies and are quick to avoid
distractions that may affect their performance. However, it is crucial to note that the
respondents also exhibited low self-efficacy in their competence towards their academic
performance at a weighted mean of 1.87, meaning that they believe that their current
knowledge and abilities are not enough to achieve their desired academic standing or the
level of academic performance they are hoping for. Nonetheless, the survey revealed that
the respondents presented moderate self-efficacy in their academic performance at an
average weighted mean of 2.11, showing that the students are indeed effective in their
current academic performance.

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Table 4 Relationship between the self-esteem and the self-efficacy of the students
Pearson Correl. Coeff. P-value Descriptive Level Decision
Self-Esteem and
Low Positive Significant
Academic Self- 0.435 0.000
Relationship Reject Ho
Efficacy
The last table illustrated the measured relationship between the students’ self-
esteem and their efficacy on their academic performance. The Pearson’s Correlational
Coefficient was used to test the relationship between the two variables based on the
results of the study, which resulted in a number of 0.435. The p-value, at 0.000, tells us
that the self-esteem and academic self-efficacy of the students do have a positive
association towards one another, albeit in low levels as the value is between 0.0 and 0.3.
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Discussion
This portion covered the summary and discuss of the findings of the study, the
conclusions to be drawn based on the research output, as well as the suggested
recommendations in light of the results of the conducted study.
This study was conducted in order to assess if the self-esteem of selected senior
high school students indeed have an association to their self-efficacy towards their
academic performance. The independent variable of the research was the self-esteem,
whilst the dependent variable was the academic self-efficacy. This research was
conducted at Mary the Queen College of Pampanga’s Senior High Department (SHS-
MQCPI) to a randomly selected population of 100 respondents, 50 students per grade
level, regardless of strand.
The students displayed low levels of self-esteem especially towards to their self-
worth and self-image, whilst also expressing feelings of uselessness and loss of self-
respect for themselves from time to time. The idea of self-esteem, can be defined as their
realistic measure of conviction in themselves regarding a certain activity (Mbuva, 2019).
In the case of this study, it is schooling. Additionally, Otacioğlu (2020) has stated that
those with high self-esteem are far more likely to strive for improvement and growth, for
they possess enough confidence in themselves to push through despite hindrances.
Inversely, if a student were to possess a low self-esteem this would affect their
academics in a negative light, in which they are too timid or afraid to strive for their goals
and excel in fear of the risk of failure. Therefore, the student-respondents having low
levels of self-esteem mean that they are prone to shying away from things that may
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challenge them academically and that they have the chance to waiver when faced with a
sudden intrusion or problem.
The respondents were revealed to possess moderate academic self-efficacy with
only recitations becoming a hindrance towards their effectiveness in academic
performance, meaning that the students are able to adequately perform in their school
activities.
Low self-efficacy was recorded in terms of competence, as the findings revealed
that most of the respondents experience anxiety towards their academic performance as
well as their ability to perform well under the eyes of their peers and teachers.
The study disclosed that the respondents have moderate self-efficacy in terms of
their persistence, in which the students continuously choose to persevere in their studies
despite any hindrances that may come across their way.
Moderate levels of self-efficacy in regulated learning were gathered from the
results, divulging that the students are able to be willing to push through with their
studies even if they are to do so alone or with little assistance.
In summary, the respondents displayed an average weighted mean of 2.11, which
can be interpreted as a level of moderate self-efficacy. Academic self-efficacy can been
seen in the same light as self-esteem, in which it a measure of how proficient a person is
in their quest to reach accomplish something. A higher rating would mean that the
students boast enough confidence to be able to reach their set goals with little to no delay,
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while a low ranking would translate into a person failing to execute their academic
strategies effectively, resulting in a low performance (Malinauskas & Saulius, 2019).
Through the analysis of the data gathered from the respondents, the researchers
can now conclude that there is a significant relationship between the self-esteem and self-
efficacy of the senior high students on their academic performance, therefore rejecting
the null hypothesis and accepting the alternative hypothesis, which is that the senior high
school student’s self-esteem indeed has an association to their self-efficacy towards
academic performance.
Self-esteem and self-efficacy are similar to each other, in which the latter is
defined to be your idealistic attitude towards your abilities to execute something, while
the former is the actual and authentic view (Whitener, 2017). The two variables
complement one another in a way that they both make up an individual’s capacity to
continue performing efficiently in life. In academics, this represents the student’s
potential to power through their academics in both an optimistic and realistic approach.
Having a good balance between the two would guarantee them success in life, whilst
lacking in one or both of the areas will lead to a dissonance in the students’ capabilities
and beliefs, which can result in a poor academic performance (Asakereh & Yousofi,
2018).
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Conclusion
1. The data revealed that majority of students possessed an accumulated low level
of self-esteem, indicating that they think less of their own abilities and overall capacity to
perform and excel within their academic environments. This divulges to us that the
respondents are lacking in self-confidence, which may lead to them comparing their own
self-worth to that of others, resulting in tendencies to shy away from class and retract
from participating in discussions. This behavior can cause the students to perform poorly
in class which affects them both at present and in future academic or even personal
endeavors.
2. Moreover, a moderate level of efficacy in all areas except competence (which
garnered a low level) was seen within the study. In short, this shows us that the
respondents are aware of their own strengths and weaknesses and are working beside
these attributes of theirs to get the most out of their learning. Likewise, they exhibit a
level of self-control in which the students know what their priorities are and are willing to
make sacrifices and adjust their lives in order to become more effective within their
studies. However, the low level of self-competence exudes to us that the respondents still
possess doubts with the current knowledge and abilities they have, and that they are
yearning to either improve or acquire more skills to propel them further in their
academics. This aspect of an individual’s self-efficacy should be further enhanced by
giving the learner’s more opportunities to hone their talents and skills as well as gather
useful information that they can absorb easily.

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3. All in all, the researchers have henceforth concluded that there is a significant
association between the self-esteem of senior high school students to their self-efficacy
towards academic performance, in which the later variable serves as their driving force
and mental attitude as to whether or not the student believes they can satisfy their
academic goals or achieve the level of academic performance they desire. In addition, the
study also revealed that there is a need to create programs in order to boost the self-
esteem of the students in regards to their academics, as it has been proven that self-
esteem is indeed a crucial proponent in a student’s academic succession.
Recommendations
Based on the findings and conclusions revealed, the following are the
recommendations:
1. The researchers propose that school administrations and its staff to create and
host programs that will help boost the self-esteem of their students such as having
educational talks, regular mental health checkups and breaks, and other activities that will
allow them to destress and free their minds from time to time.
2. Likewise, parents should also monitor their children’s morale for any signs of
burnout and physical and emotional stress that may weight down on the student’s mind
which can lower their self-efficacy and in-turn impact their academic performance.
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3. Future researchers are advised to test other dependent variables that may affect
the results of the study, as well as conduct the study on other grade levels as to contribute
more to the body of knowledge in which the research is centered on.

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Appendix A
Rosenberg’s Self-Esteem Scale (1989)
STATEMENT STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
1. I feel that I am a person
of worth, at least on an
equal plane as others.
2. I feel that I have a good
number of qualities.
3. All in all, I am inclined
to feel that I am a failure.
4. I am able to do things as
well as most other people.
5. I feel I do not have
much to be proud of.
6. I take a positive attitude
toward myself.
7. On the whole, I am
satisfied with myself.
8. I wish I could have
more respect for myself.
9. I certainly feel useless at
times.
10. At times I think I am
no good at all.
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Appendix B
Revised Version of Academic Self-Efficacy Scale for Filipino Junior High Students
(2018)
PERCIEVED CONTROL ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
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
remarks because I deserve it.
7. Because I develop good
study habits, I learn more.
8. I can successfully control the
outcome of my performance
tasks such as group
presentations, oral work,
multimedia presentations, and
research projects.
9. My teachers see me as a
good student.
10. I can successfully control
the outcome of my written
works in academics such as
quizzes or long tests.
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COMPETENCE ITEMS
11. In whatever I do, I strive to

attain excellence.
12. I do things creatively and it
helps me to get a good mark.
13. I can perform well in any
field I get into.
14. During exams, I do not feel
anxious because I know I can
pass the test with high marks.
15. On the sport recitations do
not make me nervous because I
can answer them well.
16. My teachers see me as one
of the best students in class.
17. I am convinced that I can
master the concepts and topics
taught in my class.
18. Compared with my
classmates, I think I am a
better academic performer.
19. I can do an excellent job in
my studies.
20. I do not worry about the
assigned task to me in class.
21. I can get good grades in my
written works such as quizzes
or long tests.
22. I can perform my tasks in
academics such as group
presentation, oral work,
group projects.
23. I can pass my quarterly
assessment such as periodical
test.
PERSISTENCE ITEMS
24. Despite discouragement
from peers, I still continue to
study hard.
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25. In spite of pressures in

school, I continue to maintain
my good grades.
26. I manage to pull through
even when others think there is
no hope in passing a subject.
27. When I’m having a hard
time understanding a lesson, I
never stop trying.
28. Regardless of obstacles, I
keep moving towards my goal.
29. If I will not give up I can
figure out difficult homework.
30. If I try really hard, I can get
through even the most difficult
subject.
31. I know how to help myself
and that is persistently working
hard.
32. I persistently solve
problems with regards to
academic subjects.
33. I consistently figure out
how to do the most difficult
class works.
34. If I don’t give up, I can do
all hard tasks in school.
35. Even if there are many
obstacles, I can learn it.
36. I work hard despite of
difficulties to get good grades
in written works in my
academics such quizzes or long
tests.
37. Despite obstacles, I am
able to accomplish my
performance tasks in my
presentation, oral work,
research projects.
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SELF-REGULATED LEARNING
ITEMS
38. I can adjust whenever there

are hard activities in class.
39. I can study on my own.
40. Whenever there are
suggestions with regards to my
negative study habits, I
welcome it to change.
41. I can monitor my learning
development.
42. I can submit my
requirements before deadlines.
43. I organize my school works.
44. I plan my school activities.
45. I can remember the
presented discussions in class.
46. I can focus to study.
47. I arrange my study room to
learn with distractions.
48. I can motivate myself to do
school works and assignments.
49. I can motivate myself to learn.
50. When I commit mistakes, I
am willing to adjust my
behavior.
52. I believe I perform at my
best in written works in my
academics such as quizzes or
long tests.
53. I organize and plan
proficiently to succeed in my
performance tasks in my
presentations, oral work,
research projects.
54. I am motivated to excel in
my quarterly assessment in my
academics such as periodical
exams.
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Appendix C
Letter to Conduct Study

Mrs. Rosalie P. Cayabyab
SHS Principal
Mary the Queen College
Guagua, Pampanga
Dear Madame:
The undersigned are Grade 12 Humanities and Social Sciences students from section 12-Elisha
of Mary the Queen College of Pampanga Inc. undertaking the study entitled, “The Association of
the Self-Esteem of Senior High School Students of Mary the Queen College of Pampanga towards
Their Efficacy on Academic Performance ”, as their requirements in the subject Inquiries,
Investigation, and Immersion in the senior high-school studies.
In line with this, the proponents of this study are asking your permission to conduct their data
gathering with some of your students identified as the respondent of the study, and that ethical
considerations shall be observed in the data-gathering procedure.
Rest assured that data will be treated with utmost confidentiality and be used only for the
purposes of the study.
Thank you.
Very truly yours,
Christian R. Martin
Antoneth M. Calilung
Rochelle P. Nuqui
Jerremae Anne G. Cunanan
Mariel D. Gulla John Biencent M. Sundiam
Mariel Sofia P. Isip Tungul Ayen Erl B. Tungul
Researchers
Noted:
Garry Pangan
Subject Teacher
Approved:
Signed 03.11.2021
ROSALIE P. CAYABYAB, LPT, MAEd
SHS Principal
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Appendix D
Dear Respondent, Letter of Consent
Greetings of Peace! We are students coming from the section HUMSS 12-Elisha are currently
conducting our research entitled ‘The Association of the Self-Esteem of Senior High School
Students of Mary the Queen College of Pampanga towards Their Efficacy on Academic
Performance’ . The objective of our chosen study is to find the link between the self-esteem of
students to their efficacy on their academic performance on selected senior high school students
of Mary the Queen College of Pampanga Inc. The study will comprise of a total of 100
respondents coming from the Grade 11 and Grade 12 students of the said institution.
In regards to this, we the researchers are humbly asking for your approval and cooperation in
answering this 63-question survey comprising of both the Rosenberg’s Self-Esteem Scale (SES)
and the Academic Self-Efficacy Scale for Filipino Junior High Students (ASES-FJHS), the
latter being modified to further suit the chosen respondents, through the use of Google Forms.
The questionnaire itself will only take 10-15 minutes to complete.
Information received from the survey will be kept purely confidential unless needed for legal
purposes. The identities of the students will also not be revealed in the study. Rest assured, the
research will handle the responses of the students with at most care and will be discard after the
completion of the study. The participation of each respondent to the survey is voluntary.
Therefore, if they may so choose to decline or retract their submissions from the study, then
they may do so without further explanation. Likewise, if the data collected is to be used for
future researches or other similar purposes, the respondents have every say in whether they
would like their answers to be utilized or not.
The study has been approved by our subject teacher, Mr. Garry Pangan, and research adviser
Ms. Camille Domingo. The principal of the senior high school department of this institution has
also given the researchers her consent in conducting this study. If you have any additional
questions or concerns regarding the study, do not hesitate to contact the researchers or the
advisors for further clarifications.
Thank you for your time and cooperation,
Calilung, Antoneth M.
Cunanan, Jerremae Anne G.
Gulla, Mariel D.
Isip, Mariel Sofia P.
Martin, Christian R.
Nuqui, Rochelle P.
Sundiam, John Biencent M.
Tungul Ayen Erl B.
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Curriculum Vitae
Calilung, Antoneth M.
San Pedro, Guagua Pampanga
Contact Number: 09307439691
PERSONAL INFORMATION
Birthday : November 26, 2002
Age : 18 years old
Gender : Female
Religion : Protestant
Father : Antonio M. Calilung
Occupation : Meat Vendor/Butcher
Mother : Rebecca M. Calilung
Occupation : N/A
Language Spoken: Kapampangan, Filipino
EDUCATIONAL BACKGROUND
Secondary: Mary the Queen College of Pampanga
Humanities and Social Sciences
San Matias, Guagua, Pampanga
(2019-2021)
Guillermo D. Mendoza National High School

Sta. Filomena, Guagua, Pampanga
(2014-2019)
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Primary: Guagua Elementary School

(2009-2015)
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Jerremae Anne G. Cunanan.

Poblacion, Floridablanca, Pampanga
Birthday : February 19, 2003
Age : 18 years old
Gender : Female
Religion : Roman Catholic
Father : Joel F. Cunanan.
Occupation : Tricycle Driver
Mother : Ria Rose G. Cunanan.
Occupation : N/A
(2019-2021)
Diosdado Macapagal Memorial High School

Solib, Floridablanca, Pampanga
(2015-2016)
Primary: Floridablanca Elementary School

San Antonio, Floridablanca, Pampanga
(2009-2015)
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Mariel D. Gulla
Sta. Cruz, Lubao, Pampanga
Birthday : May 18, 2003
Age : 17 years old
Gender : Female
Father : Mateo H. Gulla
Occupation : Clerk
Mother : Josie D. Gulla
Occupation : Clerk
EDUCATIONAL BACKGROUND:
San Matias Guagua, Pampanga
(2019-2021)
San Pablo 2nd National High School

San Pablo 2nd, Lubao, Pampanga
(2015-2019)
Primary: Sta. Cruz Central Elementary School

Sta. Cruz, Lubao, Pampanga
(2009-2015)
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Mariel Sofia P. Isip

Bancal, Guagua, Pampanga
Birthday : December 18, 2003
Age : 17 years old
Gender : Female
Religion : Methodist
Father : Omar C. Isip
Occupation : Compliance Officer
Mother : Ilene P. Isip
Occupation : Senior Clerk
Language Spoken: English, Filipino
EDUCATIONAL BACKGROUND:
(2029-2021)
Guagua National College Montessori

(2015-2019)
Primary: First United Methodist Church Ecumenical School Inc.

Bancal, Guagua, Pampanga
(2009-2015)
45
PERFORMANCE
Martin Christian R.
San Agustin, Lubao, Pampanga
Birthday : May 21, 2003
Age : 17 years old
Gender : Male
Religion : Protestant
Father : Evangeline B. Martin
Occupation : Service Driver
Mother : Susan R. Martin
Occupation : N/A
(2019-2021)
Remedios National High School

Remedios, Lubao, Pampanga
(2015-2019)
Primary: Remedios Elementary School

Remedios, Lubao Pampanga
(2009-2015)
46
PERFORMANCE
Rochelle P Nuqui
Mabical, Floridablanca, Pampanga
Birthday : September 15 2003
Age : 17 years old
Gender : Female
Father : Roberto Nuqui
Occupation : Contractor
Mother : Rosy Nuqui
Occupation : N/A
(2019-2021)

Solib, Floridablanca Pampanga
(2015-2016)
Primary: Mabical Elementary School

Mabical, Floridablanca, Pampanga
2009-2015
47
PERFORMANCE
Sundiam John Biencent M.

Sampaloc St., San Francisco, Lubao, Pampanga
Birthday : October 9, 2003
Age : 17 years old
Gender : Male
Father : Bienvenido M. Sundiam
Occupation : Mechanic/Barangay Councilor/Official
Mother : Evangeline L. Mercado
Occupation : Sewer
San Matias Guagua Pampanga
(2019-2021)

Solib, Floridablanca, Pampanga
(2015-2016)
Primary: Floridablanca Elementary School

San Antonio, Floridablanca Pampanga
(2009-2015)
48
PERFORMANCE
Ayen Erl B. Tungul

San Nicolas 1st, Sasmuan, Pampanga
Birthday : November 15, 2002
Age : 18 years old
Gender : Female
Father : Romeo L. Tungul
Occupation : N/A
Mother : Erlinda B. Tungul
Occupation : Teacher
San Matias Guagua, Pampanga
(2020 Present)
St. Lucy School of the Archdiocese of Pampanga

(2015-2019)
Primary: Sasmuan Elementary School

(2009-2015)

The Association of The Self-Esteem of Senior High School Students Towards Their Efficacy On Academic Performance

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The Association of The Self-Esteem of Senior High School Students Towards Their Efficacy On Academic Performance

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THE ASSOCIATION OF THE SELF-ESTEEM OF SENIOR HIGH STUDENTS TOWARDS THEIR

EFFICACY ON ACADEMIC PERFORMANCE

A Thesis Presented to the

In Partial Fulfillment of the Requirements for the Subject

Camille G. Domingo, RPm, MAGC

Committee on Oral Examination

____ ___ ___ ___ ___ ___ ___

Kim Kenneth T. Ayroso, LPT, MAEd

Rosalie P. Cayabyab, LPT, MAEd

Michael B. Lapid, MBE, MAT

allowing us to undergo our study in this beloved institution.

the senior high department.

proceed with our data gathering procedure with ease.

To our research adviser, Ma’am Camille Domingo, for accommodating our

questions and provided us with feedback despite their busy schedule.

study would not have been possible.

the journey of the researchers:

completed this research paper.

health throughout this journey of theirs in researching.

Title Page ......................................................................................................................... i

Appendix A: Rosenberg’s Self-Esteem Scale (1989) ..................................................... 33

Table 1… Level of Self-Esteem among the Respondents .......................................... 14

Table 2 Level of Academic Self-Efficacy among the Respondents in terms of

Table 2.1 Level of Academic Self-Efficacy among the Respondents in terms of

Table 2.2 Level of Academic Self-Efficacy among the Respondents in terms of

Regulated Learning ....................................................................................................... 19

Table 4……Relationship between the Self-Esteem and the Efficacy on Academic

Performance of the Students…………………………………………………………… 23

Figure 1 Schematic Diagram of the Study………… 8

Keywords: self-esteem, academic self-efficacy, academic performance

affected, one of which is the self-esteem (Moradi & Kamran, 2014).

Self-esteem plays as an important role in an individual’s daily life. It is an

perceived as a person’s image of themselves, their own capabilities, shortcomings, and

overall standing. As further elaborated by D’Mello (2018), Self-esteem can also be

defined as a self-assessment of their own strengths and weakness. More specifically,

one’s efficacy in terms of attaining their goals and aspirations.

On the other hand, self-efficacy is defined as the capacity of an individual to

and vice-versa for being exposed to positive things.

Self-efficacy in the context of academics is defined as a student’s belief in their

abilities to achieve success in learning (Kandemir, et.al, 2014). Becoming conscious in

toward academic satisfaction leading to academic performance.

dilemmas that threaten their mental well-being, primarily their self-esteem.

Statement of the Problem

academic year 2020-2021.

2.4 Self-Regulated Learning

3. Is there a significant association between the self-esteem and the self-efficacy

of senior high students towards their academic performance?

4. Based on the findings of the study, what implications may be drawn?

of senior high-school students on their academic performance.

probability of self-esteem controlling an individual’s abilities to achieve a certain goal, in

this case, developing a healthy self-efficacy in relation to the academic performance.

Input Process Output

- Self-esteem of the - Conducting of - Association of

Figure 1: Schematic Diagram of the Study

as well their self-efficacy on academic performance in terms of perception, competence,

esteem to the self-efficacy in academic performance.

Significance of the Study

their self-esteems in turn impacting their academic performances.

academic behavior and attitude.

breaking down of their children’s self-esteem.

Scope and Delimitation

College of Pampanga Inc. in terms of respondents. It was centered on determining the

__ _ _ _ _ _ ___