Self-Efficacy, Self-Regulation, And Their Contribution to Students’ Mathematics Success

Abstract

This study decisively evaluates the self-regulation strategies and self-efficacy of Grade 10 students at Pagsabungan National High School and their impact on academic performance. Employing a descriptive correlational research design, we engaged 168 students who completed rigorously adapted and validated survey questionnaires. The data collected were analyzed using weighted means, standard deviations, and Pearson's r. The findings demonstrate a clear lack of significant correlation between self-efficacy, self-regulation, and mathematics performance. Despite students exhibiting high levels of self-regulation and confidence, these factors do not predict their success in math. To effectively enhance mathematical outcomes, we strongly recommend the implementation of additional support strategies, including individualized tutoring, collaborative group projects, and hands-on problem-solving sessions. It is imperative to establish comprehensive programs that target motivation, stress management, engagement, and self-regulation skills, alongside consistent teacher feedback. Furthermore, more research is essential to investigate other influences on math achievement, including socioeconomic factors and classroom dynamics. Promoting peer learning, integrating educational technology, and increasing parental involvement are crucial steps that can significantly contribute to a positive learning environment and bolster math performance.