Gayle Mago - Academia.edu (original) (raw)
Uploads
Drafts by Gayle Mago
Some variables can affect a student's academic performance. These include psychological factors s... more Some variables can affect a student's academic performance. These include psychological factors such as self-efficacy, motivation, and test anxiety. The purpose of this study was to identify the relationship between psychological factors and the academic performance of senior high school students. In this correlational research, 51 senior high school students from the province of Cavite were gathered using purposive sampling. The students answered an adapted survey questionnaire from the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et. al. (1991) modified by Beharu (2018). The data gathered were analyzed using the Excel and Statistical Package for Social Scientists (SPSS) program. The findings of this study showed that self-efficacy with the value of 0.417 as its r, and motivation with the value of 0.417 (intrinsic motivation) and 0.154 (extrinsic motivation) do not affect the academic performance of students. Test anxiety is the only factor that affects the academic performance of the student with a significance at the 0.05 level along with the value of 0.0047 as its r. This pertains that students are more focused on acing the exam or more afraid to fail the exam that definitely affects their academic performance. Through this study this could aid students, instructors, and parents in determining what factors are at play that have a significant impact on children' academic achievement.
Some variables can affect a student's academic performance. These include psychological factors s... more Some variables can affect a student's academic performance. These include psychological factors such as self-efficacy, motivation, and test anxiety. The purpose of this study was to identify the relationship between psychological factors and the academic performance of senior high school students. In this correlational research, 51 senior high school students from the province of Cavite were gathered using purposive sampling. The students answered an adapted survey questionnaire from the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et. al. (1991) modified by Beharu (2018). The data gathered were analyzed using the Excel and Statistical Package for Social Scientists (SPSS) program. The findings of this study showed that self-efficacy with the value of 0.417 as its r, and motivation with the value of 0.417 (intrinsic motivation) and 0.154 (extrinsic motivation) do not affect the academic performance of students. Test anxiety is the only factor that affects the academic performance of the student with a significance at the 0.05 level along with the value of 0.0047 as its r. This pertains that students are more focused on acing the exam or more afraid to fail the exam that definitely affects their academic performance. Through this study this could aid students, instructors, and parents in determining what factors are at play that have a significant impact on children' academic achievement.