SELF-EFFICACY AND MENTAL HEALTH

AMONG GRADE 11 STUDENTS

A Research Paper
Presented to
The Faculty of Senior High School Department
UM Ilang High School
Davao City

ANGEL KYRST ALQUINO

KENJIE ZHEAL BACASON
JANNA MARIE BANILAD
MAHRON JOHN EMUTAN
JAMES HERWIN GONZALES
KURT DWAYNE MONTERO
RELYSSA JANINE NARON
IVY SABACAHAN
JANELL VILLEGAS
May 2023
 APPROVAL SHEET

This study entitled “SELF-EFFICACY AND MENTAL HEALTH AMONG GRADE

11 STUDENTS”, prepared by Angel Kyrst Alquino, Kenjie Zheal Bacason, Janna
Marie Banilad, Mahron John Emutan, James Herwin Gonzales, Kurt Dwayne
Montero, Relyssa Janine Naron, Ivy Sabacahan, and Janell Villegas in partial
fulfillment of the requirements for Senior High School, has been examined and is hereby
recommended for approval and acceptance.

MARIVA S. COLITA, MAEd

Research Teacher

PANEL OF EXAMINERS
APPROVED by the Panel of Examiners on Oral Examination with a grade of PASSED.

RINANTE L. GENUBA, EdD

Chairperson

NAZIMA Y. BASILIO, PhD RAMILITO A. PORIO, JR., MAEd

Member Member

ACCEPTED in partial fulfillment of the requirements for Senior High School.

JULIETA C. PERNES, MAEd

Principal

May 2023
 ACKNOWLEDGMENT
The researchers would like to express their deepest gratitude to the following

individuals who have provided invaluable support and assistance throughout the

completion of this research. The people who assisted the researchers in producing this

research paper made them pleased.

To their APP 7 teacher, Mrs. Mariva S. Colita, whose guidance has equipped them

with information and inspiration them to pursue and complete their research paper.

To the Panel of Examiners: Dr. Rinante L. Genuba; Dr. Nazima Y. Basilio; and

Ramilito A. Porio Jr., for enhancing the school's research program by providing support

and direction to those who searched for the information necessary for this study.

To the school head and teachers of the private school in Barangay Ilang for

allowing them to stay with them while they searched for information and for giving them

permission to conduct this research study.

To their friends and classmates for their helpful words of support and

encouragement;

Finally, the researchers will always be grateful to the Almighty God for giving them

guidance and good health. All praise and glory belong to Him who so skillfully paved the

way, made it possible for them to realize their objectives, and bestowed upon them this

glorious accomplishment.

-The Researchers
 ABSTRACT

This study aimed to determine the relationship between self-efficacy and mental health

among Grade 11 students. Universal sampling technique was used which included 107

respondents who were Grade 11 students from a private secondary school in Barangay

Ilang, Davao City. This study utilized a non-experimental quantitative research design,

specifically correlational design, with the use of validated questionnaire, mean, and

Pearson r. Results show that students had a high-level self-efficacy and a low-level

mental health. It further revealed an overall computed r-value of 0.038 and p-value greater

than 0.05, that is p=0.70, thus, the results failed to reject the hypothesis of no significant

relationship between self-efficacy and mental health among Grade 11 students. The study

was conducted over a relatively short period, failing to capture the long-term relationship

between self-efficacy and mental health, which may become more apparent over time

and the chosen measures for assessing self-efficacy and mental health might not have

effectively captured the constructs being studied, leading to an inability to find a significant

relationship. The researchers recommend to conduct further research about this topic to

explore other potential variables or factors that may contribute to mental health outcomes

among Grade 11 students.

Keywords: self-efficacy, mental health, grade 11 students, Humanities and Social

Sciences Strand, Davao City, Philippines
 INTRODUCTION

The stress of being a student can be debilitating for some learners. Mental

discomfort not only affects public health but also affects academic performance (Grøtan,

Sund & Bierkeset, 2019). The bulk of mental illnesses start to show themselves in early

adulthood, and therapy is often given much later. Untreated or inadequately managed

mental illness is associated with school dropout, addiction, self-harm, and the

development of more complicated disorders (Duffy, Saunders, Malhi, Patten, Cipriani,

McNevin & Geddes 2019).

A person's decisions and perception of what is possible are influenced by their

sense of self-efficacy. It has been demonstrated that self-efficacy affects family

relationships, learning and achievement, career and work happiness, and physical and

mental health. Interventions to boost self-efficacy within a particular group can boost that

group's capability and resilience. This can enhance intergroup connections and bring

about beneficial social change within communities (Miller, 2019).

Locally, in a study conducted in University of Northeastern Philippines, Iriga City,

Philippines, it was revealed that some students were not only at risk for physical health

issues but also for mental health issues especially in the time of pandemic, such as the

strain of trying to figure out how they would survive this challenging situation on their own,

the uncertainty of their future, the challenge of keeping up with their studies despite having

limited resources, and many other factors that impact their well-being (Gildo, 2023).

Many researchers who focused their studies about self-efficacy and mental health

and the factors that affect them (Cheung & Sun, 2000; David, Okazaki & Saw, 2009; Gull,
2016; Bai, Kohli & Malik, 2017). However, the researchers have not come across of a

study in the local setting on the relationship of self-efficacy and mental health. It was for

this reason that the researchers were interested to determine if there was a significant

relationship between self-efficacy and mental health among grade 11 students. Hence,

this study will help students determine how self-efficacy can have a positive effect on

students' mental health.

The purpose of this study was to determine the relationship between self-efficacy

and mental health among Grade 11 students. The following were the specific objectives

of this research: a) to describe the level of self-efficacy among Grade 11 students in terms

of academic self-efficacy, social self-efficacy, and emotional self-efficacy; b) to determine

the level of mental health among Grade 11 students in terms of anxiety and depression,

social dysfunction, and loss of confidence; and c) to ascertain the relationship between

self-efficacy and mental health among Grade 11 students. The following null hypothesis

was formulated and tested at 0.05 level of significance: There is no significant relationship

between self-efficacy and mental health among Grade 11 students.

This study shall use the conceptual framework as illustrated in Figure 1. The

variable A is self-efficacy determined by three indicators, to wit: academic self-efficacy,

social self-efficacy, and emotional self-efficacy (Armum & Chellappan, 2016). Academic

self-efficacy refers to the students' attitudes and beliefs about their academic capabilities,

such as confidence in their ability to accomplish academic activities and successfully

learn the knowledge; social self-efficacy refers to the individual's belief in his own

competence to participate in social interactive tasks required to maintain personal

 Variable A Variable B

Self-Efficacy Mental Health

• Academic Self-Efficacy • Anxiety and Depression
• Social Self-Efficacy • Social Dysfunction
• Emotional Self-Efficacy • Loss of Confidence

Figure 1. Conceptual Framework Showing the Variables of the Study.

relationships; and finally, emotional self-efficacy refers to a person's conviction in their

ability to exert control over their motivation, behavior, and social environment.

The variable B is mental health which is determined by the following three

indicators: anxiety and depression, social dysfunction, and loss of confidence (Drissi et

al., 2020). Anxiety and depression are types of mood depression that can cause a person

to cry. Depression generates feelings of sadness, hopelessness, and low energy among

other things. Anxiety is characterized by feelings of anxiety, worry, or dread; social

dysfunction refers to an unwanted consequence that emerges when the structure of a

social system is maladapted to the functions it is supposed to fulfill; and finally, loss of

confidence refers to an individual or a group loses trust or faith in their abilities, skills, and

knowledge.

This study was anchored on the proposition of David, Okazaki, and Saw (2009)

which stated that perceived self-efficacy, or the belief that one is capable of completing

things that are important to them personally, is linked to people's psychological well-being

and mental health. Examining relationships between mental discomfort and academic
self-efficacy was one of the key goals of the current study (Grøtan, Sund & Bjerkeset,

2019). Furthermore, this proposition was taken as a framework of the study since it

showed the important role of self-efficacy as one of the keys to know a student's mental

health.

In support of the proposition above, it was stated that there was a strong

association between symptoms of mental distress, academic self-efficacy and study

progress. Prospective studies should evaluate whether improved help-seeking and

psychological treatment can promote students' mental health and ultimately improve

academic self-efficacy and study progress (Grøtan et al., 2019).

Relatively, it was reported that people with a highly assertiveness ability had more

experience of less mental health issues, supportive relationships and have strong

protective factors against mental health problems. People who had high sense of self-

efficacy were people who had high assertiveness ability and assertiveness ultimately

promotes self-efficacy and aids in identifying positive mental health (Khalil, Ghayas, Adil

& Niazi, 2021).

Mental health is a condition of well-being in which the individual realizes his or her

own strengths, can cope with the typical stresses of life, can work successfully and

fruitfully, and is able to make a contribution to his or her community (World Health

Organization, 2005). It has been widely noted in recent years that a startlingly large

number of young people experience emotional and mental health issues. These problems

may be caused by negative psychological propensity, such as low self-esteem, self-

efficacy and loss of ability to control health (Gull, 2016). These theories support the
understanding of this study, as the researchers aim to students who usually encounter

challenging life circumstances in a highly competitive environment.

Researchers vary in the indicators that they used in measuring self-efficacy.

However, in this study, self-efficacy indicators include academic self-efficacy, social self-

efficacy, and emotional self-efficacy (Armum & Chellappan, 2016). On the other hand, the

assessment of the student mental health among its indicators: anxiety and depression,

social dysfunction, and loss of confidence (Drissi et al., 2020).

Self-efficacy is defined as an assumption in one’s ability to cope or improve in order

to attain one’s goals and outcomes as it makes it possible to assess conceptual

statements on the link between the constructs (Bandura, 1993). Self-efficacy also refers

to a person's conviction in their ability to attain varied results according to their activities

(Better Help, 2023). Academic success and the development of a student's self-efficacy

in their own abilities are closely related (Mahasneh & Alwan, 2018).

Self-efficacy is the key motivational element for students. It is an indicator that

supports students' involvement in learning, and it is also an essential part of a student’s

ability to accomplish and achieve educational goals within an academic setting. Students

who receive encouragement in the classroom and who enjoy their lessons graduate at

greater rates (Beatson, Berg & Smith, 2020; Hwang, 2020; Olivier, 2019).

Self-efficacy is crucial for both organizational educational outcomes and student

learning. When students comprehend the topic, have relevant professional and

interpersonal connections, supportive social influences, and acquire healthy emotional

and psychological points of view, they perceive their self-efficacy more positively. For
instance, the professor's grades, comments, support, and encouragement of the student

play a significant role in creating this environment with social influence. These positive

connections between professors and students are essential for developing students' self-

efficacy awareness and belief systems (Barouch-Gilbert, 2016; Klassen, 2004; Won,

Bong & Lee, 2017).

Mental health includes the way a person thinks, feels, and behaves, as well as

their ability to cope with everyday stressors and challenges. Good mental health allows

individuals to function effectively in their daily lives, form positive relationships, and

contribute to society. Conversely, poor mental health can lead to a range of difficulties,

including depression, anxiety, addiction, and other mental health disorders (Edwards,

Landon & Rotenstein, 2023).

In early adolescence, family and guardian support was critical for developing

positive mental health. Consequently, early adolescent attention and interventions aimed

at positive mental health changes are especially effective. It is also critical to encourage

adolescents' parents to continue to provide support and guidance (Hu, 2023).

The issue of student mental health is getting worse in universities across the world,

probably even more so since COVID-19 (Payne, 2022). At the same time, indicators of

educational engagement and academic success include students' mental health and

wellness (McCann, McDole & Fulton, 2021).

Numerous studies have examined positive relationship between self-efficacy and

mental health (Najafi & Foladjang, 2009; Giblet & Hodgins, 2021, Cuadrado, Rich-Ruiz,

Gutiérrez-Domingo, Luque, Castillo-Mayéna, Villaécija & Farhane-Medina, 2022; Wu,

Woo, Yap & Lim, 2023). Research showed that inadequate parenting approaches would

result in perceived parental rejection and lower self-efficacy which in turn led to poorer

mental health among teenagers (Wu et al., 2023).

Furthermore, a study found that generalized self-efficacy was a highly distinctive

and significant favorable predictor of mental health (Giblet & Hodgins, 2021).

Congruently, another study mentioned that studies between emotional self-efficacy and

anxiety and mental health during the pandemic have already been conducted and has a

significant relationship especially in the time of resultant lockdown (Cuadrado et al.,

2022).

Moreover, in a study on self-efficacy and mental health among high school

students, it was revealed that there was a significant relationship between the two

variables and it was clear that there was no significant difference between the self-efficacy

and mental health in girls and boys. Also, high levels of pathological symptoms were seen

together with poor levels of self-efficacy (Najafi & Foladjang, 2007).

Overall, the preceding presentation and discussion of literature related to the study

conveyed the importance and relation of the two variables: the self-efficacy and mental

health among grade 11 students. These various literatures helped the researchers

establish the foregoing concepts about the variables. In addition, the conclusions and

findings of this study were supported by these relevant literatures.

This study is globally important because the study and understanding of self-

efficacy and mental health on a global scale are crucial for other researchers, and

practitioners to develop effective strategies, interventions, to promote well-being,

productivity, and a sustainable future for individuals and societies worldwide. Benefiting

the study are the various sectors, to wit: school heads, teachers, students, and future

researchers. School heads may acquire knowledge from this study on how their students’

self-efficacy is greatly affected by their mental health and vice versa.

The findings of this study may also guide teachers on how to handle the level of

self-efficacy of their students. They may be more able to relate to comprehend, and

encourage their students. Students may gain knowledge to take control of their well-

being, cultivate resilience, perform better academically, build positive relationships, and

advocate for mental health in their school communities and beyond. Finally, this study

may greatly benefit the future researchers for this may serve as their reference for their

researches related to the topic.

METHOD

Universal sampling method was used to determine the number of respondents of

the study which involved all Grade 11 students, both male and female, for the school year

2022-2023. Grade 11 students were selected because they were expected to have a

higher level of maturity and have encountered some changes because they were in a

progress of facing higher education. The total population was composed of 107 students,

composed of 35 (32.7%) students from Grade 11 – Diamond, 19 (17.7%) students from

Grade 11 – Emerald, 18 (16.8%) students from Grade 11 – Ruby, 12 (11.2%) students

from Grade 11 – Amethyst, 12 (11.2%) students from Grade 11 – Pearl, and 11 (10.3%)

students from Grade 11 – Sapphire. Out of the 107 respondents, 39 or 36.44% students

were male and 68 or 63.55% students were female.

This study was conducted in Davao City, Philippines, particularly in a private

secondary school in Barangay llang. The respondents of the study were the senior high

school students specifically the Grade 11 students from the particular private secondary

school located along the national highway of Barangay llang, Davao City. The school was

chosen by the researchers to address issues with regards to time, availability, and

convenience. This study was conducted from January 2023 to May 2023.

The researchers used an adapted questionnaire to collect data on self-efficacy and

mental health, which was composed of two parts. The first part was adapted from the

Self-Efficacy Questionnaire for Children (SEQ-C), which was developed by Armum and

Chellappan (2016). SEQ-C was composed of three indicators, namely academic self-

efficacy, social self-efficacy and emotional self-efficacy. The survey questionnaire had 24

items. A five-point Likert Scale was used in scoring each of the items based on their

degree of agreement or disagreement to each statement. The original questionnaire was

modified to contextualize the school setting. The modified questionnaire was validated by

experts and pilot testing was conducted which resulted to an alpha coefficient of .924,

suggesting that the items had relatively high internal consistency.

The second part of the questionnaire was adapted from General Health

Questionnaire (GHQ-12) which was developed by Drissi et al., (2020) and from surveys

of the research on the constructs of general health. GHQ-12 was composed of three

indicators, namely anxiety and depression, social dysfunction and loss of confidence. The

survey questionnaire had 12 items. A five-point Likert Scale was used in scoring each of

the items based on their degree of agreement or disagreement to each statement. The

original questionnaire was modified to contextualize the school setting. The modified
questionnaire was also validated by experts and pilot tested with an alpha coefficient of

.956 suggesting that the items had relatively high internal consistency.

The following range of means was used in describing the level of self-efficacy and

mental health: A mean of 4.20 – 5.00 is described as Very High level which means that

self-efficacy and mental health is always manifested; a mean of 3.40 – 4.19 is described

as High level which means that self-efficacy and mental health is oftentimes manifested;

a mean of 2.60 – 3.39 is described as Moderate level which means that self-efficacy and

mental health is sometimes manifested; a mean of 1.80 – 2.59 is described as Low level

which means that self-efficacy and mental health is seldom manifested; and a mean of

1.00 – 1.79 is described as Very Low level which means that self-efficacy and mental

health is never manifested.

A quantitative non-experimental design using correlation technique was used in

this study. The researcher conducted measurement and observation to test the

hypothesis by gathering information through questionnaires, which were then evaluated

through the use of statistical techniques (Creswell, 2009). This research design was

suitable for this study since its objective was to ascertain the relationship of self-efficacy

and mental health. Moreover, it was non-experimental in the sense that the variables in

this study, self-efficacy and mental health, were examined in their natural settings, thus,

they were not manipulated nor changed (Chiang, 2015). Additionally, correlational design

was utilized to characterize, explore, and explain the degree and strength of the

relationship between the students' self-efficacy and mental health. In general, this study

had two variables, variable A and variable B. Correlational technique was utilized in such
a way that the relationship of the two variables were observe without manipulating any of

the variables.

Before the conduct of the study was done, the researchers sent a letter of request

to the School Head of the private secondary school where the study was conducted. The

content of the letter was to request permission to carry out a study on the relationship

between self-efficacy and mental health among Grade 11 students. Fortunately, the

researchers were granted permission. The researchers virtually conducted the study and

disseminated questionnaires to the respondents through an online survey application

called Google Forms. The data were gathered, tallied and analyzed by the researchers.

Finally, conclusions were drawn from the results which eventually gave way to the

recommendation.

The following were the statistical tools used in interpreting the data gathered: a)

Mean. This was used to determine the level of self-efficacy and mental health of the

students which addressed the first and second research objectives; and b) Pearson r.

This was employed to determine the significance of the relationship between self-efficacy

and mental health of the students in answer to the third research objective.

In the conduct of the study, the researchers made sure to follow the proper

guidelines and ethics for the benefit of the respondents, especially that the selected

respondents were minors. Permission from the school head was secured (Siegle, 2023).

Also, the participants were given the Informed Consent Form (ICF) to ensure that they

were willing to answer the questionnaire. The survey was discussed appropriately. It was

made clear to the participants that their participation in the study was entirely voluntary

and that they could withdraw anytime and without penalty.

 Moreover, the respondents were given adequate time to consider their views and

perspectives while answering the questions without being pressured. The respondents'

privacy and confidentiality were protected, and their identities were kept private. Due to

Republic Act 10173 also known as the Data Privacy Act of 2012, the name of the school

where the study was conducted was not revealed.

Lastly, the researchers utilized the proper salutation when citing sources from

other authors in APA format. The authors and articles used in this work were correctly

credited and acknowledged in this way. The researchers took precautions to prevent

plagiarism, falsification of data and information, and forgery of data and outcomes. Thus,

the ethical aspects of the research were strictly followed by the researchers.