Thesis

LPU St.
Cabrini College of Allied Medicine

Km. 54 National Highway, Makiling, Calamba City, Laguna
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CHAPTER I THE PROBLEM: ITS BACKGROUND AND RATIONALE Introduction Cross-cultural psychology is a widely studied area, and countless constructs are defined or shaped by culture. Our environment shapes the person that we are and our viewpoints concerning many different essential aspects of life, such as norms, values, and ideas (Minggang & Yuan, 2004). When we are studying human behavior, it is important to understand it through the lens of culture and consider that there might be cultural differences. One construct that is influenced by culture is self-efficacy because of the importance of environmental factors in the development of self-efficacy (Scholz et al., 2002; Eaton & Dembo, 1997; Klassen, 2004; Schwarzer & Born, 1997; Kim & Omizo, 2005). Generally, self-efficacy can be defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy determines how people feel, think, motivate them, and behave. Albert Bandura created the concept of selfefficacy and although, the labeling and definition of self-efficacy is fairly recent, many researchers have followed Banduras lead by studying self -efficacy further (Scholz et. al., 2002; Armitage et. al., 1999; Fan & Mak, 1998; Griffiths, 2007;
LPU St. Cabrini College of Allied Medicine

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Kim & Omizo, 2005; Klassen, 2004; Kumar & Lal, 2006; Schwarzer & Jerusalem, 1995; Schwarzer & Fuchs, 1996). Self-efficacy facilitates goalsetting, effort investment, persistence in the face of barriers, and recovery from setbacks. (Scholz et. al., 2002; Armitage et. al., 1999). We are affected by selfefficacy, and it impacts our goals and accomplishments. Although some researchers use this definition of self-efficacy to be applied to a broad range of activities, most understand self-efficacy as a more task-specific construct. Selfefficacy affects the way people view the world and the responsibilities and challenges they face. Self-efficacy can be applied to many areas of life, such as smoking cessation, nutrition, academic goals, and physical exercise. According to Luszczynska & Schwarzer (2005), those with high selfefficacy will set higher and more ambitious goals due to their increased motivation. In addition, these individuals will be more driven in attaining their goals. Unfortunately, less efficacious individuals often imagine failure scenarios, have self-doubts, and procrastinate taking a risk or making a change in their life. Those who have high self-efficacy attribute failure to a lack of effort, but quickly bounce back after a setback or disappointment. According to Bandura (1994), the development of self-efficacy is a process shaped by environment. There are many factors that shape an individuals self-efficacy, and the most important factors are family, peers, and school.

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The first that influences individuals self -efficacy is family. The formation of a positive sense of self-esteem begins in infancy. According to Bandura, our initial efficacy experiences are centered in the family, and parental influences are extremely important because they can begin to instill a sense of competence in the child. Peer relationships are the second factor in forming self-efficacy. Peers who have a high self-efficacy can serve as a model of thinking for others. Many students use their peers as a reference to judge their own self-efficacy. Individuals who form healthy friendships with peers may strengthen their own interests and self-efficacy. In contrast, those with disrupted relationships may suffer and experience setbacks in self-efficacy levels. A third element that is critical in forming self-efficacy is school. This is where the cognitive and problem-solving abilities are developed. The teacher has a great impact on a students development of self -efficacy. In school, a students intellectual self-efficacy is formed, which has many implications for academic and intellectual pursuits for the rest of an individuals life. In Alexander Minnaerts presentation at Gronningen University, he explained that some students are gifted, but not motivated. This can be a harmful cycle, and it is necessary for teachers to recognize students like these and create a specialized education plan so that they will be challenged in the right way and they can begin to develop motivation to succeed in school (Minnaert, 2007).

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Various studies have demonstrated that self-efficacy may have a very direct effect on several aspects of an individuals work. Research supports the idea that a high level of self-efficacy leads to accepting a challenging goal (Vancouver, Thompson and Williams, 2001) and a firmer commitment to achieving those goals. High levels of self-efficacy have also been linked to high levels of innovation and skill in bringing about positive change in an organization. According to Judge and Bon (2001), it is found that human service managers with high levels of self-efficacy were more resilient and less likely to burn out. Self-efficacy, along with other traits such as general high self-
esteem, has also been linked to both job satisfaction and job performance. This study aims to identify the effects of self efficacy in local and foreign students in LPU-Laguna on how they socialize and interact with each other in terms of their communication and behavior. Statement of the problem The researchers aimed to find out the effects of transcultural self efficacy of the selected students of LPU-Laguna. Specifically, this aimed to answer the following questions:
1. What is the demographic profile of the respondents according to: 1.1 Age 1.2 Gender

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1.3 Nationality 1.4 Socioeconomic status (familys monthly income) 1.5 Religion 2. What are the perceived effects of the transcultural class self-efficacy of the selected students of LPU-Laguna in terms of: 2.1 Communication 2.1.1 Verbal Communication 2.1.2 Non-Verbal Communication 2.2 Behavior 2.2.1 Focus 2.2.2 Motivation 3. Is there any significant relationship between the demographic profile of the respondents to the perceived effects of the transcultural self-efficacy of the selected students of LPU-Laguna?

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Theoretical Framework This study took its foundation from Albert Banduras Self-Efficacy Theory.
Self-efficacy refers to the belief or perception that one is capable of organizing and executing the actions necessary to succeed at a given task (Bandura, 1997). Self-efficacy judgments are based on four sources of information: an individuals own past performance, vicarious experiences of observing the performances of others, verbal persuasion that one possesses certain capabilities, and physiological states (Bandura, 1986). These four sources have been found to influence both academic and self regulation efficacy beliefs (Usher & Pajares, 2006). Past performance is the single greatest contributor to students confidence and their ability to achieve in school. If students have been successful at a particular skill in the past, they probably will believe that they will be successful at the skill in the future (Bandura, 1993). The old adage, Nothing breeds success like success certainly is true when it comes to developing self efficacy. While the relationship between past performance and self-efficacy is well established, Stevens, Olivarez, Lan, and Tallent-Runnels (2004) found the relationship between prior mathematics achievement and self-efficacy was stronger for Hispanic students than for Caucasian students.

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The second source of self-efficacy information is observing others similar to ones self succeed or fail at a task. By observing others like themselves perform tasks; individuals make judgments about their own capabilities (Schunk, 1989b). Unlike the self-efficacy beliefs derived from past experience, selfefficacy gained through observation is less stable. As Schunk (1989b) found, once strong self-efficacy is developed from ones own personal successes, an occasional failure may not have negative effects; however, self-efficacy based on observing others succeed will diminish rapidly if observers subsequently have unsuccessful experiences of their own. A third source of information is verbal persuasion. Although hearing teachers say, You can do this! can increase a students confidence to do a task, self-efficacy research indicates that verbal persuasion does not impact self-efficacy as much as an individuals own experiences or vicarious experiences (Bandura, 1986). The short-term effects of persuasion need to be coupled with actual successes. The persuaders credibility is also an important factor with verbal persuasion (Schunk, 1989a). Students experience greater gains in self-efficacy when they are told they are capable by someone they believe is trustworthy. Self-efficacy beliefs are also impacted by physiological cues. Physical symptoms such as sweaty palms, a rapid heartbeat, or a dry mouth are signs of nervousness (Bandura, 1986). These signs may undermine a persons

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confidence that he or she can succeed at a particular task. Conversely, feeling relaxed or excited before confronting a new situation may increase a persons sense of efficacy toward the task he or she faces.
Banduras Self-efficacy is the belief in ones ability to perform the behaviors required to produce a desired outcome and is considered to be an important determinant of behavior change.
In relation to the study, researchers believe that people are motivated to attempt behavior that they feel confident in performing a task, socializing or communicating with others especially with those people who came from other country. Since the researchers respondents came from different countries, they need to know on how their culture affects their self efficacy when doing a certain things and socializing with other people here in the Philippines. And which of those four sources of information for self efficacy would greatly affect on how they will build their high self-efficacy with other people.

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Conceptual Framework The conceptual framework is anchored with the idea that transcultural students of LPU-Laguna has its perceived effects in their self efficacy. There are significant variables in the framework of this study as shown in figure 1:

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The framework of this study shows the relationship of transcultural students with their demographic data that can affect their self efficacy specifically in terms of their communication and behavior. Hence, the perceived effects to self-efficacy of Lyceum of the PhilippinesLaguna students must be determined through survey to ensure that the independent variables can really affect the communication and behavior of the students. The first frame presents the demographic profile of the respondents such as the age, gender, socioeconomic status, nationality and religion which the researchers believe that can have an impact for affecting their self-efficacy. The second frame presents the two factors, the communication and behavior which the researchers believe that it can greatly affects the selfefficacy of the students.

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Assumptions of the Study
In the conduct of the study, these are the assumptions that have been considered:
1. That the respondents are truthful with the answers they will impart during the data gathering. 2. That the respondents are culturally aware of their self worth. 3. That the respondents will realize the significance of the people around them. 4. That the respondents will practice good communication skills. 5. That the respondents will have a good motivation and focus on their work
Hypothesis
The following null hypothesis of the study will be formulated and validated at 0.05 level of significance:
1. There is no significant relationship between the demographic profiles of the respondents to the perceived effects of the transcultural self-efficacy of the selected students of LPU-Laguna.

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Significance of the Study The researchers believe that this study has a significant value to the following sectors:
Faculty members and Dean of all colleges. The results of this study can be used as a guide in improving and enhancing their ways of teaching and interacting with students especially students from other countries; Local students of Lyceum of the Philippines University-Laguna. The results of this study can be used to know on how they will adopt to the emotional and physical differences of their foreign classmates. The findings of this study will provide them understanding and insights about their effects to the foreign students; Foreign students of Lyceum of the Philippines University-Laguna. The results of this study can be used to know on how they will socialize with their Filipino classmates who have different culture from them; and
Future researchers. The data that will be gathered from this research will serve as a reference for their future studies and likewise, further enhance and strengthen the results of their study.

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Scope and Limitation This study primarily focused on the perceived effects of the transcultural self-efficacy of the selected students of LPU-Laguna. The demographic profile of local and foreign students especially the age; gender; nationality; socioeconomic status (familys monthly income) and religion were solicited and use as variables. The perceived effects of the transcultural self-efficacy of the students of LPU-Laguna in terms of their communication and behavior. Inferential description on significant relationship between the demographic profiles of the respondents to the perceived effects of the transcultural selfefficacy of the selected students of LPU-Laguna.

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Definition of Terms
Behavior
- a response of an individual or group to an action, environment, person, or stimulus.
Communication
- an act of transmitting information and messages to other individual.
Focus
- the concentration of attention or energy on something.
International/foreign students
- those students who came from Nigeria, Uganda and Kuwait and are currently enrolled in LPU-Laguna.
Local/Filipino students
- those students who are enrolled in Laguna with foreign classmates.
Motivation
-literally the desire to do things toward a desired goal. verbally.
Non-verbal communication messages
- the process of using wordless
to generate meaning.

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Self-efficacy - the measure of its own competence to complete task and complete goals. Transcultural class -having a class made up of students with various nationalities of students in one classroom. Verbal communication - when we communicate our message

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CHAPTER II
Review of Related Literature and Studies
This chapter consists of the previous literature and studies of both foreign and local gathered from different articles, journals, books and website that can help in doing this study.
A. Foreign Literature
Understanding Self-Efficacy When attempting to determine the effects of transcultural self efficacy, one must first understand what the term self-efficacy really means. Self-efficacy has been defined by Bandura (1977, 1982, and 1986) as a situation-specific form of self-confidence or as the belief that one is competent to do whatever is necessary in a specific situation. Bandura also explains that it "refers to beliefs in one's capabilities to organize and execute the courses of action required to manage prospective situations". More simply, self-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances (Snyder & Lopez, 2007). The basic principle behind Self-Efficacy Theory is that individuals

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are more likely to engage in activities they have high self-efficacy for and less likely to engage in those they do not (Van der Bijl & Shortridge-Baggett, 2002). Self-efficacy is a form of self-confidence. Self-confidence, as defined by Feltz (1988), is the belief that one can successfully execute a specific activity rather than a global trait that accounts for overall optimism. Self -confidence is a more comprehensive and stable personality characteristic, whereas self-efficacy is rather unstable, changing and fluctuating rapidly depending on the circumstance. As self-efficacy builds, levels of self-perception build that, in turn, build self-confidence. According to Gecas (2004), people behave in the way that executes their initial beliefs; thus, self-efficacy functions as a self-fulfilling prophecy. When faced with a difficult task, people who have high self-efficacy will face the challenge as something to be learned and mastered. Their interest and motivation in mastering the task will drive them to succeed in their difficult, yet approachable goal (Pajares & Schunk, 2001). For example are students in a transcultural class either one of the students has a high or low self efficacy in performing well or completing a task. One of them will persue because they have the high self efficacy and one will not because they lack it. In able to perform well, they should have also motivation. (Bandura, 1982; as cited in Redmond, 2010) states that performance and motivation are in part determined by how effective people believe they can be.

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Understanding that self-efficacy is situation specific and can eventually affect the overall levels of self-confidence. An individuals self-efficacy belief can vary in level, generality and strength (Bandura, 1997). Level refers to the simplicity or complexity of the task that the individual feels competent to perform. The amount of self-efficacy the individual feels is measured against the amount of challenge that the presenting task provides. Generality of self-efficacy indicates the range of tasks that the
individual feels able to accomplish. While some individuals feel capable of handling a wide range of tasks, others may feel particularly competent in more specific arenas. Strength refers to the amount of confidence that the individual feels in being able to complete the task at hand. While a very strong sense of self-efficacy does not necessarily mean that an individual will be more likely to participate in a given task, it does lead to greater perseverance in the face of obstacles (Bandura, 1977). Rather than being task-specific, self-efficacy beliefs are related to an individuals potential to handle complex, varied situations. As what is indicated above, the generality of efficacy beliefs refers to the range of activities an individual feels capable of being successful at. It can vary by the relatedness of tasks, the manner in which capabilities are conveyed (behavioral, cognitive, etc.), and characteristics of the individual.

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Sources of Self-Efficacy Enactive Mastery Bandura (1997) cites four determinants or sources of feelings of selfefficacy. The first, enactive mastery, refers to knowledge and skill gained
through experience and perseverance. In order for self-efficacy to be gained, some failures must be experienced. If success comes too easily, the individual is likely to feel less of a sense of accomplishment and feelings of mastery are likely to be diminished. Elder and Liker (1982) found that women who faced economic hardship and exhibited adaptive behavior during the Great Depression felt more self-assured later in life than those who did not have to struggle with poverty. Progressive mastery has been shown to enhance
feelings of self-efficacy and improve analytic thinking, goal setting, and performance. When small failures are encountered, and individual has the opportunity to make adjustments to actions taken and exercise better control over what is taking place (Bandura, 1997). In this way, a sustained effort leads to a greater sense of self-efficacy. Whether success or failure occurs is less important than how the individual perceives the significance of the event and the individuals overall competence (Bandura, 1982). Enactive mastery has been found to be the most influential source of selfefficacy, leading to stronger and more generalized feelings of self-efficacy than

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that which relies exclusively on the other three sources of self-efficacy (Bandura, 1997) which are described below.
Vicarious Experience Vicarious experience refers to the experiences of others used as a model and as a level of comparison as to what skills are necessary to complete a task (Bandura, 1997). This may involve observing another individual who is
proficient at a task and gauging whether one possesses the potential and perseverance to attain the same or a higher level of skill. Many factors are associated with how important vicarious experience is as a source of selfefficacy, including the level of skill at the time that modeling is observed and similarities between the individual and the person who is serving as the model. Modeling is also important in creating outcome expectations, as behaviors that result in reward are more likely to be replicated by the observer than those that result in punishment. How effective vicarious experience is in increasing feelings of self-efficacy is often linked to the similarities of personal characteristics of the observer and the person being observed. Those who are similar to the observer regarding age, ethnicity and educational and socioeconomic level often serve as the most effective models and are more likely to increase the observers feelings of self efficacy (Bandura, 1997). It has also been shown that observing an individual

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who must cope with difficulties prior to experiencing success is more effective in increasing self-efficacy than observing an individual who is able to master the activity with little struggle (Bandura, 1997). This goes along with the idea of similarity, as the observer is often struggling to gain self-efficacy, and observing an individual who is able to overcome obstacles provides feelings of hope and motivates the individual to persevere.
Verbal or Social Persuasion Verbal or social persuasion serves to reinforce feelings of efficacy when facing the minor failures mentioned above. Although social persuasion is not the most crucial method in which self-efficacy is strengthened, it does make it easier for individuals to maintain perseverance and faith in them when experiencing feelings of doubt (Bandura, 1997). A study of undergraduate
students who randomly received either negative or neutral feedback from someone in a supervisory role found that those who received negative feedback were more likely to report lower self-efficacy on subsequent tasks. For social persuasion to be effective, it should come from someone who the individual feels is a reliable source of feedback. In the workplace, selfefficacy can be strengthened by managers who provide constructive and realistic feedback while avoiding placing employees prematurely into situations that they are not ready to handle (Malone, 2001). The activities and work

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assignments provided by supervisors as well as the verbal feedback provided are both extremely important in increasing employees feelings of self-efficacy.
Physiological and Affective States Physiological and affective states also serve as sources of information toward an individuals self-evaluation of competence. A persons physical
reaction to difficult situations can influence how prepared that person feels to effectively handle the situation. If a person feels overwhelming feelings of
stress, he or she is likely to doubt his or her ability to carry out the task. Research has shown that when past events are remembered, the feelings associated with those events are often remembered and even re-experienced as well. This can have a direct effect on whether an individual is able to
maintain feelings of motivation and perseverance in the face of obstacles and failure. Therefore, altering an individuals perception of somatic reactions to difficult situations, such as feelings related to stress, fear, or embarrassment, can greatly affect feelings of self-efficacy. Feelings of self-efficacy have been shown to have a significant effect on the level of motivation and amount of extended effort an individual demonstrates. High levels of self-efficacy are associated with an increased
level of goal setting, which leads to a firmer commitment in achieving goals that have been set and greater resolve to persevere in the face of obstacles

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(Bandura, 1989). This strong commitment to success increases the likelihood that goals will be met (Bandura and Schunk, 1981). Belief in ones abil ities also decreases the amount of stress and depression that is experienced in intimidating or strenuous situations (Bandura, 1989), thereby increasing the likelihood that these difficult situations will be overcome and motivation will remain intact.
Development of Self-Efficacy The development of self-efficacy is a process shaped by environment (Bandura 1994). Many of the crucial factors that shape an individuals self efficacy are a result of the environment, and the most important factors are family, peers, and school. The first element that influences self-efficacy is family. The formation of a positive sense of self-esteem begins in infancy. Bandura explains that parents who are responsive to their infants' behavior, and who create opportunities for efficacious actions by providing an enriched physical environment and permitting freedom of movement for exploration, have infants who are accelerated in their social and cognitive development. According to Bandura, our initial efficacy experiences are centered in the family, and parental influences are extremely important because they can begin to instill a sense of competence in the child. Ereford (1995) also found that parenting has an effect on self-efficacy. Participants who reported their parents to be more autonomy-

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enhancing instead of controlling reported higher levels of self-efficacy in problem-solving. However, as children grow and develop, many other outside elements have a great impact on their self-efficacy level as well, such as peer relationships and teachers. Some studies have also found that supportive rather than controlling and authoritarian parenting has been related to self-efficacy (Whitbeck et. al., 1997; Juang & Silbereisen, 1999; Ingoldsby, 2004). Peer relationships are the second factor in forming self-efficacy. Peers who have a high self-efficacy can serve as a model of thinking for others. Many students use their peers as a reference to judge their own self-efficacy. Individuals who form healthy friendships with peers may strengthen their own interests and self-efficacy. In contrast, those with disrupted relationships may suffer and experience setbacks in self-efficacy levels (Bandura, 1994). A third element that is critical in forming self-efficacy is school. This is where the cognitive and problem-solving abilities are developed. The teacher has a great impact on a students development of self -efficacy. In school, a students intellectual self-efficacy is formed, which has many implications for academic and intellectual pursuits for the rest of an individuals life (Bandura, 1994). Unfortunately, some extremely intelligent students suffer academically because they are not motivated. In Alexander Minnaerts presentation at Gronningen University (2007), he explained that some students are gifted, but not motivated. This can be a harmful cycle, and it is necessary for teachers to

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recognize students like these and create a specialized education plan so that they will be challenged in the right way and they can begin to develop motivation to succeed in school (Minnaert, 2007).
Strategies to Increase Self-Efficacy Individuals use the four sources of information mentioned above to judge their capability to complete future tasks. Teachers can design instructional presentations and interactions that capitalize on the influence of these sources (Margolis & McCabe, 2006; Schunk, 1989a). Extensive research in the late 1970s and 1980s found that modifying instructional techniques increased selfefficacy (Bandura & Schunk, 1981; Dweck, 1975; Kazdin, 1975; McAuley, 1985; Meece, Blumenfeld, & Hoyle, 1988; Meichenbaum, 1971; Schunk, 1985; Schunk & Hanson, 1985; Schunk & Rice, 1984; Wood & Locke, 1987). The teacher training developed for this study provided specific instructional strategies using three sources of self-efficacy information: past experiences, observations of others as models, and verbal persuasion. The training specifically focused on teacher feedback, which included teachers complimenting students on their abilities and the skills they acquired; goal setting, which included activities designed to draw students attention toward their successful performances; and modeling, which involved students observing fellow students successfully completing similar tasks.

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Teacher Feedback With certain types of feedback, teacher talk can have a significant effect on students perceptions of their own effort and ability (Schunk, 1984). According to attribution theory, effort and ability are both internally perceived causes (Weiner, 1979), and the teachers role can be to help students understand the relationship between effort and ability (Good & Brophy, 1994). Researchers increasingly find that feedback has many boundary conditions (Dweck, 1975, 2000; Mueller & Dweck, 1998; Schunk, 1989). Feedback is not as simple as either you-get-it or you-dont-get-it. Instead, the style and content of feedback are also important. Schunk (1984) found that successful students who received feedback that complimented their ability rather than their effort developed higher self-efficacy and learning. Schunks studies suggest that teachers encourage students to use effort as an explanation for failure, and ability as an explanation for success. This feedback is more effective if it is provided early in the students performance. According to Zimmerman and Martinez-Pons (1990) they suggested that when teachers offer unsolicited advice or help, students believe this help signals low ability. Graham and Barker (1990) found that not only do the students being helped think of themselves as less capable, but other students watching come to the same conclusion. Graham and Barker also learned that expressions of sympathy following a substandard performance, or praise after an easy task,

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function in the same way. Even first graders attach importance to teacher feedback styles. First graders believe, for example, that teachers watch low achievers more and scold those they believe could do better (Office of Educational Research and Improvement, 1992). Boys more often attribute their successes to ability and their failures to lack of effort (Nicholls, 1975), whereas girls often attribute their successes to luck (Reis, 1987) or to effort (Rimm, 1991) and their failures to lack of ability (Licht & Shapiro, 1982; Nicholls, 1975; Reis, 1987). The academic self-efficacy of young males is enhanced because they attribute success to their ability, and it is maintained during failures because they attribute failure to lack of effort. However, young females may tend to accept responsibility for failure but not for success (Felton & Biggs, 1977). Boys report higher self-efficacy than do girls in mathematics and science, whereas girls show higher self-efficacy in language arts (Junge & Dretzke, 1995; Meece, Glienke, & Burg, 2006; Siegle & Reis, 1998; Terwilliger & Titus, 1995). Schunk and Lilly (1984) found that gender differences in mathematics self-efficacy disappeared when girls received clear performance feedback, and a recent study reported no gender differences in mathematics self-efficacy (Kenney-Benson, Pomerantz, Ryan, & Patrick, 2006). The research on teacher feedback suggested that teacher planning could improve the delivery and effectiveness of feedback, and that, for optimum effects, teachers should:

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Help students to practice lack-of-effort explanations when they perform poorly. Call attention to student ability when students succeed at meaningful and reasonably difficult tasks. Be careful about offering unsolicited help, and especially, only targeting low achievers for assistance.
Goal Setting Sometimes students are unaware of their abilities or the progress they are making. Goals provide a standard against which students can gauge their progress, and setting goals can have a substantial impact on student selfefficacy and achievement (Bandura, 1986, Schunk, 1989). When children can easily gauge their progress against a goal, their perception of improvement enhances their self-efficacy. Goals that include specific performance standards are more likely to increase self-efficacy than more general goals. Progress toward an explicit goal is easier to evaluate. More general goals, such as, Do your best, are difficult to measure and ineffective (Schunk, 1989a). When a student goal contains a clear performance standard, it eliminates guesswork about where to aim. Rosswork (1977) found that not only did specific goals lead to higher levels of performance than nonspecific goals across a variety of

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incentive conditions, but that the students who were given specific goals maintained those higher levels even when incentives were withdrawn. Dweck and Leggett (1988) proposed a model in which individuals implicit theories of intelligence orient them toward learning or performance goals. Individuals who view intelligence as malleable tend to set learning goals. These individuals are concerned with increasing their competence and view greater effort on their part as manifesting more ability. In contrast, individuals who view intelligence as stable set performance goals. These individuals are concerned with gaining favorable judgments of their competence and they view effort and ability as inversely related. For them, high effort that results in success or failure implies low ability, and low effort that results in success implied high ability. More recent studies (Gutman, 2006) have shown that mastery goal orientation positively increases mathematics self-efficacy. The research on goal setting suggests that teachers can improve student self-efficacy by helping students establish and measure goals. For optimum effects, teachers should: Let students help decide how to break up larger goals into smaller,
attainable ones. Seek advice from students about how personally challenging
teacher-set goals are. When students seem over or under challenged, teachers should consider new ways to align the goals with student interests.

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Try to state, and have students state, goals in terms that are
sufficiently clear so that later progress is unambiguous. Modeling Modeling is a type of social comparison that has an important influence on childrens self-efficacy during skill acquisition (Schunk & Hanson, 1985). Children who observe a model they perceive as similar to themselves are likely to believe that they can perform as well as the model and thereby experience higher self-efficacy (Bandura, 1982). Although a variety of types of models are effective, perceived similarity of the learner to the model can increase the models effectiveness in increasing self-efficacy and behavior change. Models who are similar or slightly higher in competence provide the best opportunity for students to assess their self-efficacy (Schunk, 1989). Teachers are important models. However, Schunk and Hanson (1985) found that other students can be at least as effective. The superiority of peer models is particularly significant for remedial students who may believe they are more capable of learning when they observe a peer successfully solve a problem (Schunk, 1989b). A new line of research that maximizes perceived similarity is called self-modeling. In selfmodeling, a videotape is made of a learner performing a desired behavior while undesired or unsuccessful behaviors are edited out (Bray & Kehle, 2001; Kehle, Bray, & Chafouleas, 2001). Schunk and Hanson (1989) found self-modeling can be effective when elementary children viewed videos of their own mathematics

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work; they showed better achievement than those who were taped but did not see their tapes, or than those who were not taped at all. Viewing tapes of peer models was not as useful as viewing oneself, but it resulted in greater skill acquisition than viewing no models at all. Videotape feedback showing ones own skillful performance conveys to students that they have made progress, and it increases their selfefficacy for that skill. The research on modeling suggests several teaching strategies for improving learning and self-efficacy: Teachers should try to choose models that can successfully
perform skills to be learned. At first, this will likely be the teacher, but soon other students who catch on quickly may be used as models. Tasks can be broken into smaller sections so peer models can be used as early as possible in a lesson. Teachers should consider a variety of ways to use models.
Videotaping is effective but time consuming, and self modeling is even more so because someone must edit the tapes. Peer tutoring, work groups, and class demonstrations can help to exploit the power of models. The following section includes what is currently known about various individual and personal characteristics and how they relate to an individuals level of self-efficacy.

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Self-Efficacy and Culture It is evident that self-efficacy is largely a construct influenced by experience. Therefore, it is necessary to consider self-efficacy as an element of culture. There has been much cross-cultural work on self-efficacy, and it is important to look at the differences in self-efficacy across cultures. One distinction that many researchers have made is between individualistic and collectivist cultures. Those in individualistic cultures have been found to have higher levels of self-efficacy. It has been found that those from collectivist cultures, such as Asian cultures, have lower self-efficacy levels despite the fact that they are more successful in academics, in general, than those in individualistic cultures (Scholz et al., 2002). Researchers have suggested that for many Asian students, academic motivation is driven by higher levels of fear of failure because they are influenced by a desire to please their parents by succeeding academically. Fear of failure was actually a better predictor of academic achievement than self-efficacy was for Asian America students because they had relatively low levels of self-efficacy (Eaton & Dembo, 1997). Some researchers have made the distinction between collectivist and individualistic differences between levels of self-efficacy as result of different interpretations of self-efficacy itself- for example, collectivist cultures tend to have a more realistic view of their abilities than individualistic cultures and therefore collectivist cultures tend to have lower self-efficacy levels. Klassen

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(2004) explains that for some non-Western groups, collective efficacy appears to operate in much the same way as self-efficacy operates for Western groups. Realistic- as opposed to optimistic- efficacy beliefs do not necessarily predict poor performance for all cultural groups, as has been suggested by self-efficacy theory. Therefore, these researchers suggest that the reason why there might be a variation in self-efficacy is because individualistic cultures are too optimistic in their ratings of self-efficacy, and collectivist cultures are more realistic. According to Misra et al. (2003), all international students go through the process of adjusting to a new educational system and social environment. Adjustment to these new environments can be a stressful process (Li & Gasser, 2005; Sumer et al., 2008) for international students who have the added strain of adjusting to new cultural values, language, and study habits. McLachlan and Justice (2009) found that majority of the international students reported academic, cultural, social differences, and serious health problems at the university in the U.S. Yan and Berliner (2009) found that international students faced with the academic stress, facing the strain of language and academic problems, challenges with interaction with the faculty members, and culture differences. Clearly, the transition to high clearly, the transition to higher learning institution life, as with most life transitions, can be a stressful period in which many changes are taking place. Explaining the variance in successful

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adjustment to higher learning institution is important, and there are many factors to consider. Understanding the experiences of international students has important implications for creating and implementing programs that provide academic and personal support. It would help psychologists, counselors, academicians, and the staff of international offices and student support services to assist international students who experience problems and to better prepare students who will be going abroad. Self-Efficacy and Age The concept of enactive mastery indicates that as we gain experience and overcome obstacles, feelings of self-efficacy are developed (Bandura, 1997). Therefore, this concept can be broadened to point to the idea that as we age, we gain more life experience and therefore gain self-efficacy. However,
Bandura (1997) also states that at midlife, many individuals begin to question their own self-efficacy and reevaluate the progress and mastery they have achieved. An inference from Piaget's theory of cognitive development suggests that preadolescents of different ages who participate in a physical activity intervention may respond differently on measures of their physical self and selfefficacy, so a field investigation was conducted to assess effects. In a sample of 105 children ages 8 to 12 yr. (42% boys, overall M(age) = 10.1 yr., SD = 0.9), participation in a physical activity intervention during afterschool care, based on

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social cognitive theory and incorporating instruction in self-management and self-regulatory skills, was associated with significant improvements in measures of exercise-related self-efficacy, perceived physical appearance, and physical self-concept over 12 wk. Analyses suggested, however, no difference in changes on these factors was associated with participants' age or children being in either the concrete operations or formal operations stage of cognitive development. ( Annesi JJ. , 2007) According to Stephan Y, Caudroit J, Chalabaev A. (2011) they conduct a study about the Subjective health and memory self-efficacy as mediators in the relation between subjective age and life satisfaction among older adults. Path analysis revealed that subjective age was positively related to both subjective health and memory self-efficacy, and that subjective health and memory selfefficacy were both positively related to life satisfaction. Bootstrap procedures further indicated that subjective age has significant total and specific indirect contribution to life satisfaction through subjective health and memory selfefficacy. Self Efficacy and Gender There have been some mixed findings on the relationship between gender and self-efficacy. Some researchers have found that females have higher self-efficacy levels (Kumar & Lal, 2006). However, some have found different results when specific types of self-efficacy were considered. Malpass

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et. al. (1999) found that males had higher self-efficacy levels for math. When computer self-efficacy was studied, it was found that males and females reported similar levels of self-efficacy (Imhof, Vollmeyer, & Beierlein, 2007). Research has shown that men tend to have higher general and taskspecific self-efficacy than women. Women tend to lack confidence in decision making and are less likely to take on challenges that include supervisory roles unless they are confident in their ability to complete that specific task, while men are more likely to take on any task regardless of their feelings of expertise in the particular area that pertains to the task (Dickerson and Taylor, 2000). Women are also more likely to attribute success to luck or chance rather than their own competence and level of skill (Dickerson and Taylor, 2000). Women who work in the field of human services are more likely to report experiencing high levels of stress, fewer opportunities for self-expression, and more environmental pressure than men (Ratliff, 1988) despite the fact that the human service agencies are largely female-dominated. There still appears to be a glass ceiling for women in the human services, as men are more likely to be promoted and obtain high-level administrative positions (Gibelman, 1998). Giles and Rea (1999) found that men were less likely to enter into traditionally female occupations not for reasons of prestige or salary, but because they believed they lacked the skills (e.g., sensitivity) to be effective in those fields. Generally

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only males who had a high level of occupational self-efficacy for work in traditionally female-dominated occupations chose to enter those fields. In the study Differences in Self-Efficacy and Global Mindedness between Short-term and Semester-long Study Abroad Participants at Selected Christian Universities by Kevin L. Kehl (2005) stated that males and females differed significantly from one another on the measure of self efficacy. Males reported higher levels of general self-efficacy than female participants. When gender was added as a factor in a two-way ANOVA ( analysis of variance) , no significant interaction with length of study abroad experience was found. No other demographic category demonstrated a significant association with the measure of self-efficacy. Males and females also differed significantly from one another on the measure of global-mindedness. Males reported higher levels of general self-efficacy than female participants. When gender was added as a factor in a two-way ANOVA, no significant interaction with length of study abroad experience was found.
Self-Efficacy and Education The concept of vicarious experience (Bandura, 1997) suggests that when individuals have the opportunity to observe and learn from others who have a higher level of experience, those individuals are more likely to develop a greater level of self-efficacy. Bandura (1997) also suggests that the higher an

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educational level an individual has attained, the greater the number of obstacles the individual has generally achieved to be successful. This implies that the more education an individual has completed, the greater level of general selfefficacy that individual will possess.
Self-Efficacy and Economic Status Research has been done on the relation between self-efficacy and economic status. Titma et al. (2007) conducted a longitudinal study on Estonians because of recent transitions in Estonia that forced individuals to take new initiatives in their lives. They found that self-efficacy beliefs had effects on the economic success on adults, and the reverse was also true. Those who had grown up in Estonia and experienced economic hardships had significantly lower levels of self-efficacy than those who had not experienced economic hardships in the past (Titma et al.). This research concludes that economic status has an impact on self-efficacy. Also, in a study done on Self- career and academic self-efficacy, it was found that those with a higher socioeconomic status had higher self-efficacy levels (Griffiths, 2006).
Self efficacy and Motivation There is no clear consensus on how to define and set parameters for the construct motivation Ford (1992). The concept of motivation is inherently broad

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and multi-faceted (Ford). Any operational definition runs the risk of using an overly simplified and consequently useless set of theoretical underpinnings. This research project will therefore limit itself to the Expectancy-value theory of goaldirected behavior as the foundation for an operational definition of academic motivation. Wigfield and Eccles (2000) state that theorists in this tradition argue that individuals choice, persistence, and performance can be explained by their beliefs about how well they will do on the activity and the extent to which they value the activity. Expectancy-value theory posits that goal-directed behavior is a function of (a) expectationsthe belief that performance is contingent on effort and that performance will determine the outcome, and (b) the value that a person attaches to that outcome (Shepperd & Taylor, 1999; Wigfield & Eccles, 2000). Other theories of academic motivation were considered (Covington, 2000; Pintrich & Schunk, 1996; Skinner, 1953; Zimmerman, 2000) but were rejected in favor of the Expectancy-value theory. The Expectancy-value theory of academic motivation was selected for use as a construct definition in this research project because it incorporates both student values of tasks as well as self-efficacy beliefs regarding domain-specific behaviors.

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Self efficacy and Communication Effective communication does not happen automatically. Communication is an art and a science whereby techniques must be learned; which for some leaders, the techniques of communication may come naturally. Effective leader communication can help followers acquire skills, raise their self-image, and also assist leadership practitioners in earning follower respect. Communication can be given in verbal, nonverbal, and written forms. Teaching required skills; presenting clear rules, policies, and strategies; developing consequences; and using nonverbal techniques, such as a simple smile to acknowledge follower performance, are examples of positive communication techniques. Providing positive and helpful feedback is vital to follower development and performance. Karl, OLeary-Kelly, & Martocchio (2006) studied the impact of feedback and self-efficacy on performance training in a speed reading classroom. They concluded that the more positive performance feedback received, the greater the increase in individual selfefficacy. Positive feedback of this sort would also be applicable to areas other than the academic classroom. One could apply such feedback to the business world or the sports milieu. Providing positive feedback builds situation specific self-efficacy by letting the follower know whether or not he or she is performing at an acceptable level.

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Appreciating that effective communication skills are a necessity, Anshel (1987) has formulated the Ten Commandments that he believes separates a skilled leader from an inarticulate one. Anshel wants leaders to be honest, not defensive, to be consistent and empathetic, to avoid sarcasm, to praise and criticize behavior rather than personality, to respect the integrity of others, to use positive nonverbal cues, to teach skills, and to interact consistently with all members. By following these ten directives, leaders can have a positive effect on followers attitudes, feelings, and behaviors. All of these directives will lead to self-efficacy and, ultimately self-confidence. Uganda Culture Greetings Men greeting Men A handshake is appropriate in most situations. Handshakes tend to be energetic and very often linger a bit. To express extra deference, the hand-shaker may lightly grip his hand-shaking forearm with the opposite hand. Many times men will hold hands with other men, and often the handshake is prolonged into this hand-holding. This does not have any implication on their sexual preferences; it's just a sign of friendship and closeness. Women greeting Women A handshake and/or nod of acknowledgment is appropriate in most situations. If you would like to show great respect you may also place your left hand over your right elbow/forearm when handshaking.

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Many times women will hold hands with other women, and often the handshake is prolonged into this hand-holding. Meetings between Men and Women Appropriate greetings depend on the nature of the relationship and region. A handshake is usually appropriate but it is best to wait for the woman to extend her hand, otherwise a bow or a nod of acknowledgment will suffice. Note: Always use your right hand when shaking hands.
Communication Style Ugandans tend to communicate more indirectly than directly. Stories, proverbs, and the like are common means of expressing a point indirectly and require the implicit knowledge of the listener. Greetings and a good amount of small talk almost always occur before talking about business. Feelings tend to not be accurately expressed between adults and sometimes one can get the feeling of being fawned upon with false happiness, or being lectured by a false sternness. Humor plays a big role in communicating and most Ugandans enjoy a good joke. However, it is best to avoid sarcasm as it may not translate well, if at all times.

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Personal space and touching Personal space tends to be very minimal in Uganda. People often talk very close to each other and less than an arms length of space is common. On public transportation, personal space is limited to non-existent. It is common to see people crowded into a bus or taxi with no space in between. This tends to be the case more in rural areas vs. urban. When two people of the same sex are talking, touching is acceptable. It is common to touch the hands, arms, and shoulders. When two people of the opposite sex talk there is very little to no touching. The only appropriate touch is usually a handshake. Eye contact Generally, people prefer indirect eye contact. This does not mean you cant look at somebody directly, but continuous eye contact during conversations is not a must. Overly direct eye contact can be considered aggressive by some. Women and children often will look down or away when conversing with men or with elders

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Gestures When gesturing or beckoning for someone to come, you should face your palm downwards and make a scratching motion with the fingers. It is rude to point at people as pointing is reserved for dogs, so usually the whole hand/arm is used. Holding the palm upwards and then motioning in a small flick downwards (like throwing a yo-yo) has a variety of vague meanings. It could be questioning "what's up?" "What?; apologizing "Sorry, what can I do?"; filler "You know." Pointing fingers upwards and rubbing the thumb along the fingertips is the sign for money. Special traffic gestures when trying to hail a taxi: Pointing straight upwards (repeatedly for emphasis): I'm going far. Pointing down: I just want to go a little ways (rarely used, because then they don't pick you up. Hand flat, open towards the ground about waist-height: I'm going a medium distance.

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Nigerian Culture Communication Style
Due to the ethnic make-up of the country, communication styles vary. In the southwest, where the people are from the Yoruba tribe, peoples communication employs proverbs, sayings and even songs to enrich the meaning of what they say. This is especially true when speaking their native language, although many of the same characteristics have been carried into their English language usage. The Yoruba often use humour to prevent boredom during long meetings or serious discussions. They believe that embedding humour in their message guarantees that what they say is not readily forgotten.
Nigerians living in the south of the country tend to speak more directly. You may also find their tone slightly louder than elsewhere. They may raise their voices even more and become emotionally excited when they feel passionately about a topic. At the same time, a harsh tone is considered unwelcoming and even hostile. Nigerians prefer facial expressions that imply empathy and believe an indifferent facial expression indicates that a person is ignorant or obnoxious. Generally speaking, Nigerians are outgoing and friendly. Communication commences with polite inquiries into the welfare of the person and his family. Such social niceties go a long way since. Therefore, foreigners who take the

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time to get to know the Nigerian as a person are considered friends and welcomed into a Nigerians inner circle of family and close friends. Nigerian communication can also be indirect and may rely on non-verbal cues. Many use gestures when communicating. They may smile to mask their true feelings, especially when disappointed or confused. Many employ indirect eye contact to demonstrate their respect for the other person. It is common to gaze at the forehead or shoulders of someone they do not know well. Very direct eye contact may be interpreted as being intrusive unless there is a longstanding personal relationship.
At the same time, there are some Nigerians who are extremely direct communicators and have no difficulty stating what is on their minds. Therefore, it is a good idea to observe the situation carefully before determining what behaviour is appropriate.
In general, Nigerians start with the general idea and slowly move into the specific, often using a somewhat circuitous route. Their logic is often contextual. They look for the rationale behind behaviour and attempt to understand the context. They tend to examine behaviour in its total context, not merely what they have observed.

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Kuwaiti Communication Style
Many Kuwaitis have been educated in the or in Europe so when it comes to communicating with Westerners they can be direct and to the point and usually do not beat around the bush. That being said, most Kuwaitis tend to not want to disappoint people in person so they will usually avoid you or give you the run around as opposed to telling you no, I cannot do this or that.
Confronting someone or showing anger in public is usually frowned upon as saving face and maintaining a sense of harmony is highly valued.
Greetings Men greeting Men A handshake is common for initial greetings. Many men will exchange a kiss on each cheek. This is especially true for friends and family. Handshakes tend to linger and very often continue while walking. Women greeting Women A handshake is common for initial greetings as is a kiss on each cheek. Meetings between Men & Women Depending on the level of ones religious belief anything from a nod in ones direction to a handshake or for more

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progressive greetings amongst friends, a kiss on each cheek.
Note: It is taboo for religiously observant men to touch women and vice-versa.
Personal Space and Touching
The appropriate amount of personal space depends on your sex and the person you are speaking to.
Men to men: normally an arms length but it depends on how well the people know each other. Friends and family tend to stand much closer.
Men to women: Again, depending on the extreme on ones religious views, arms length is usually considered most appropriate.
Women to men: An arms length or more is appropriate. Women to women: Arms length is appropriate but with Westerners they tend to want to stand very close.
In the business world there should be no touching during communication. When interacting with friends, one should be very careful and gauge how much touching is allowed based on how much touching the Kuwaiti is using while speaking.
There tends to be limited touching between genders when in public.

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Eye contact
Eye contact is acceptable but the only issue comes between men and women. As a foreigner, one will want to gauge how much eye contact is acceptable based on whom they are interacting with.
Foreign women interacting with local men should be aware that men may not look at them even if even if they use direct eye contact.
Foreign men interacting with local women will need to be a bit more careful and mirror the level of eye contact being used by the woman.
Filipino Culture
Communication Style
Verbal Communication Patterns:
It is common in the Philippines, as well as most Asian counties, for people to have an extremely difficult time saying no because they tend to try to avoid hurting others feelings. Saying no to someone can also be viewed by others as confrontational and unfriendly. Because of this Filipino's would rather say 'yes' even if they mean 'no.'
Filipinos dialogue-oriented, rather emotional communication somewhat resembles Spanish, but is less forceful and exuberant.

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Only after establishing a cordial atmosphere will people negotiate. No matter what the final result, the discussions should always end cheerfully.
As a show of respect, Filipinos usually address people by their titles (e.g., Architect Cruz, Attorney Jose, Dr. Romero). Over time, and after a relationship is established, they may address business associate by their informal title or nickname.
Nonverbal Communication Patterns:
In the Filipino culture a pervasive smile can easily be interpreted as agreement or affirmation in what has just been discussed. That same smile can easily be used to hide embarrassment, aggravation on disagreement.
Nonverbal signs of affirmation include the raising of an eyebrow and the jerking of the head upward. A common sign for no include the jerk of the head down. For example, if an individual says yes while pointing their head downward you can be fairly certain that they feel negatively about what you have been discussing.
Although in most cultures it is common for both men and women to shake hands with one another when they are first introduced or when greeting each other, that is not the case in the Filipino culture. Any form of touching, especially men touching women is frowned upon by Filipinos.

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Synthesis of Related Literature and Studies The research materials gathered from different sources are of great importance to this study for they will help the researcher to develop deeper insights into the topic. Results of the studies will give the researcher better information regarding the topic pursued by the researcher. Analysis of the gathered relevant documents will also become the basis in the formulation of specific measures which will strengthen and determine transcultural self efficacy. Through previous research conducted, the researchers found that self-efficacy affects various aspect of life such as motivation, goals, and accomplishment of tasks. In the study, individuals were given the general selfefficacy scale. They were also asked questions concerning their age,
nationality, gender, religion and socioeconomic status. The primary hypothesis of the study is that the respondents demographic profile has no relationship to the perceived effects of self-efficacy on LPU-Laguna students. Other research investigated the relationship between self efficacy and innovativeness and the moderating effect of cultural dimensions. The researchers also investigated on how the respo ndents culture affects them to develop high self efficacy. In summary, self-efficacy predicts motivation and behavior and has a great impact on performance in many areas of life. Self-efficacy is formed

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in many ways, and can be determined and influenced early in life by family, peers, and school. Experiences in life also have an impact on self-efficacy; thus, one needs to view self-efficacy as a construct of culture. Due to this fact, cross-cultural differences in self-efficacy levels may be present. There has been some research conducted; however, much more needs to be done on cross-cultural levels of self-efficacy.

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Chapter III Research Methodology
The chapter contains an elaboration of the research design presents method and technique in gathering and analyzing data and the methodology in obtaining data to answer the problems in the study.
Research Design Research design provides a specific blueprint for conducting a study. It has the purpose of providing maximum control over extraneous variables and other factors that could influence the result and interfere with the validity of the findings. A correlation type of descriptive sampling was used, to seek for the effects of transcultural self-efficacy in the communication and behavior of the students. In this study the researchers want to find out the extent of relationship between their demographic profile and the effects of this to their self efficacy. According to Tan (2005), descriptive correlation research design examines the extent of relationship between variables by determining how changes in one variable relate to changes in another variable. The study identifies the effects on their self Efficacy having both local and foreign students and will be measured in their communication and behavior.

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Research population and sampling design The study utilized the 38 students comprising of 19 foreign and 19 local students all coming from the Lyceum of the Philippines University-Laguna and who is currently enrolled. This study used non-probability sampling which samples are chosen from the population using a non random sampling and probability sampling renders to selecting samples from the population by chance. For the foreign respondents, the researchers used non-probability purposive type of sampling. The study is purposive based on the belief that researchers knowledge about the population can be used to hand pick sample members and wants only the expert regarding transcultural class and its effects to learning who mainly the foreign students. For the local respondents, the researchers used probability random type of survey sampling. Which involves a selection process in which each element in the population has an equal opportunity of being selected Luansing (2007) There are varieties of random sampling but the researchers believe that it is best to used stratified way of collecting respondents because it is done first in dividing the population into sub-population according to some subject character and random sampling from each sub-population. The foreign respondents are purposively selected regardless of course, age and subject which the researchers get the 100% population whereas the

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local respondents are randomly selected in which will have equal number/s of foreign students in a classroom setting.
Data Gathering Instrument To obtain the needed data to answer all questions indicated on Statement of the problem, the researchers make use of a 2 Part Questionnaire. The first part will be for the demographic profile which will be needed to obtain the age, gender, religion, nationality, socioeconomic status. The 2 nd part will be with regards to two categories: the communication and behavior. The researchers formulated the questionnaire in a 4 point Likert scale rating scale which are categorized and subjects answers in accordance with the criteria involved consist of 5- strongly agree, 4- agree, 3-fairly agree, 2- disagree and 1- strongly disagree.
Data Gathering Procedure The data used in this study were gathered through the distribution of questionnaires to the respondents of the research study and pilot study which are the foreign students of lyceum of the Philippines Laguna and the selected local students. Right after the approval of the questionnaire, the researchers wrote a letter for the registrars office signed by the office of the Dean of College of

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Allied Medicine for the approval of getting the documents that will be needed for the said survey including the total number of foreign students who are currently enrolled to Lyceum of the Philippines University-Laguna. It was checked and noted by the researchers adviser for validity and correctness of the content. After the approval of the letter, the researchers wrote again another letter addressed to the Office of the Dean of each college to allow the researchers to conduct the survey of all the foreign students and an equal number of local students per section. Prior to the actual survey, the researchers prepared a request letter addressed to all the college deans to allow the researchers to conduct the survey. Upon approval, the researchers conducted pilot testing consisting of eight respondents During the final survey, the researchers randomly chose 19 respondents to answer the questionnaire for the local students and purposively choose 19 respondents to answer for the foreign students. The questionnaire was written in English and the researchers did not have to translate or explain it to Filipino, after the allotted time given for the survey, the researchers tallied and later on answered the statement of the problem

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Ethical consideration The researchers intent for the truth and evade errors in the present study and the data gathered were not fudge or misrepresented. The local and foreigner students of Lyceum of the Philippines Laguna respondents were informed about the purpose of the study and to ensure that they didnt force or volunteered to participate in the data gathering. The researchers conserved for the best to provide confidentiality of personal information of the respondents. The data gathered were used to promote evidence-based study.

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Statistical treatment Percentage Distribution has been used for the demographic presentation of the data such as the number and profile of the respondents. The formula used was: Formula: P = f _____ N X 100
Where
P- percentage f frequency of the respondents N- total number of respondents
Frequency distribution using table has also been used to clearly present the score after grouping them together. To determine the verbal interpretation of the quantitative response of the respondents per item, the weighted mean was used. Ranking the data denotes the relative importance on an item in the questionnaire. The weighted mean was computed using the following formula: WM = N Where: weight (w). the sum of the product of the frequency (f) and the

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WM stands for the computed weighted mean 5 Likerts Point Scale was used to signify the perceived effects on the learning capabilities of the local and foreign students. The unit value and its corresponding interpretation is given below:
SCALE Strongly agree Agree Fairly agree Disagree Strongly disagree
NUMERICAL EQUIVALENT 4.50-above 3.50-4.49 2.50-3.50 1.50-2.49 Below-1.50
WEIGHT 5 4 3 2 1
Pearson Correlation: Pearson Product moment Correlation Coefficient was used to compute the relationship between the independent and dependent variables. Formula:
[ ( ) ( ) +
) ( ) ]* (
Where:
x= observed data for the independent variables y= observed data for the dependent variables n= sample size r = degree of relationship between the 2 variables

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The value of the pearsons product moment correlation coefficient can be interpreted as follows: (according to Garrett): r from .00 to 20 denotes indifferent,inverse or negligible relationship r from 20 to 40 denotes low correlation or slight relationship r from 40 to 70 denotes substantial or marked relationship r from 70 to 1.00 denotes high to very high relationship
The researchers also used a program which is called SPSS and Excel Statistical Package in order to ensure speed and accuracy in the statistical treatment. This is a computer program used for statistical analysis. SPSS (originally, Statistical Package for the Social Sciences) was released in its first version in 1968 after being founded by Norman Nie and C. Hadlai Hull. SPSS is among the most widely used programs for statistical analysis in social science. It is used by market researchers, health researchers, survey companies, government, education researchers, marketing organizations and others. The original SPSS manual (Nie, Bent & Hull, 2000) has been described as 'Sociology's most influential book'. In addition to statistical analysis, data management (case selection, file reshaping, creating derived data) and data documentation (a metadata dictionary is stored with the data) are features of the base software.

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CHAPTER IV Presentation, Analysis and Interpretation of Data The present study was concerned with the perceived effects of transcultural self-efficacy of the selected students of LPU-Laguna and their communication and behavior in achieving their goals. The first part of the research pertained to the demographic profile of the respondents in terms of age, gender, nationality, socioeconomic status and religion. This study also wants to determine the perceived effects of the transcultural class self-efficacy of the selected students of LPU-Laguna and to find out problems encountered with their communication and behavior. However, this study also wants to determine the relationship between the respondents demographic profile and the perceived effects of the transcultural self-efficacy.

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Problem No. 1: What is the demographic profile of the respondents in terms of: a. Age Table 1 Frequency Distribution of the Respondents as to Age Age Bracket 15-19 20-24 25-29 30-34 TOTAL Frequency 11 22 3 2 38 Percent 28.9 57.9 7.9 5.3 100.0 Rank 2 1 3 4
Table 1 presents the demographic profile of the respondents as to age.
Results from Table 1 revealed that the majority of the respondents were on the age bracket of 20 to 24 years of age with a percentage of 57.9% which is composed of 22 respondents, while 28.9% were on the age bracket of 15 to 19 years old, then 7.9% were on the age bracket of 25 to 29 years of age consisting of 3 respondents and lastly, with the lowest percentage of 5.3% with the age bracket of 30-34 years of age. Based from this result, it can be said that mostly all of the respondents were on their matured age.

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According to Republic Act 6809 Republic Act No. 6809,
An Act Lowering the Age of Majority From Twenty-One to Eighteeen Years, Amending for the Purpose Executive Order Numbered Two Hundred Nine, And for Other Purposes. Section 1 Article 234 of Executive Order No. 209, the Family Code of the Philippines, is hereby amended to read as follows: "ART. 234. Emancipation takes place by the attainment of majority. Unless otherwise provided, majority commences at the age of eighteen years."
Further, in young adults, higher levels of efficacy and esteem have been found to be associated with better academic performance and positive healthrelated behaviors (Steptoe and Wardle, 2001; Phillips and Gully 1997; Po Yin and Watkins 1998).

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b. Gender Table 2 Frequency Distribution of the Respondents as to Gender Gender Female Male Total Frequency 19 19 38 Percent 50.0 50.0 100.0 Rank 1 2
Table 2 presents the demographic profile of the respondents according to their gender.
Results from Table 2 shows that the survey has an equal percentage of the populations gender with a total of 38 respondents. The result of this variable can be a good help to determine if gender can have its perceived effects in their self efficacy even if their category is foreign or local. Research has shown that men tend to have higher general and taskspecific self-efficacy than women. Women tend to lack confidence in decision making and are less likely to take on challenges that include supervisory roles unless they are confident in their ability to complete that specific task, while men are more likely to take on any task regardless of their feelings of expertise in the particular area that pertains to the task (Dickerson and Taylor, 2000). Women are also more likely to attribute success to luck or chance rather than their own competence and level of skill (Dickerson and Taylor, 2000).

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c. Nationality Table 3 Frequency Distribution of the Respondents as to Nationality Nationality Filipino Uganda Nigerian Kuwaiti Total Frequency 19 1 17 1 38 Percent 50.0 2.6 44.7 2.6 100.0 Rank 1 3 2 4
Table 3 presents the demographic profile of the respondents according to their nationality.
Table 3 shows that the majority of respondents fall under Filipino nationality with a percentage of 50% which is composed of 19 respondents. Followed by Nigerian with a percentage of 44.7% which is composed of 17 respondents the lowest number of respondents fall under Kuwaiti and Uganda nationalities with (2.6%) constituted 1 respondents, respectively. Majority of the respondents are Filipino because the researchers tend to have the equal numbers of local and foreign respondents which can be total as 100%. According to Misra et al. (2003), all international students go through the process of adjusting to a new educational system and social environment.

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Adjustment to these new environments can be a stressful process (Li & Gasser, 2005; Sumer et al., 2008) for international students who have the added strain of adjusting to new cultural values, language, and study habits.
d. Socioeconomic Status Table 4 Frequency Distribution of the Respondents as to Monthly Income
Monthly Income 10,000-20,000 21,000-30,000 31,000-40,000 41,000-50,000 Others Total Frequency 7 4 6 5 16 38 Percent 18.4 10.5 15.8 13.2 42.1 100.0
Rank
2 5 3 4 1
Table 4 presents demographic profile of the respondents according to their monthly income.
Results from Table 4 shows that the majority of respondents fall under the category of others with a percentage of 42.1% and composed of 16 respondents, while with a percentage of 18.4% of the respondents were earning 10,000 to 20,000 and composed of 7 respondents, then with a percentage of 15.8% of the respondents were earning of 31,000 to 40,000 which is composed

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of 6 respondents, then with a percentage of 13.2% of the respondents were earning 41,000 to 50,000 and lastly with a percentage of 10.5% of the respondents were earning 21,000 to 30,000 which is composed of 4 respondents. This reveals that most of the respondents monthly income fall under the category of others which means that their monthly income exceeds from 50,000 which is above poverty line according to some economist .But then there are 10-18% whose monthly income falls under the category 10,000-20,000 and above which is slightly above the poverty line. It is appropriate in this study to determine the socio economic status of the respondents due to the fact that it is a factor that may alter the self efficacy of the respondents. Research concludes that economic status has an impact on self-efficacy. Also, in a study done on Self- career and academic self-efficacy, it was found that those with a higher socioeconomic status had higher self-efficacy levels (Griffiths, 2006). Bandura (1997) also suggests that the higher an educational level an individual has attained, the greater the number of obstacles the individual has generally achieved to be successful. This implies that the more education an individual has completed, the greater level of general self-efficacy that individual will possess.

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e. Religion Table 5 Frequency Distribution of the Respondents as to Religion
Religion Roman Catholic Christian Total
Frequency 30 8 38
Percent 78.9 21.1 100.0
Rank 1 2
Table 5 presents the demographic profile of the respondents according to their religion.
Results from Table 5 shows that 30 respondents are Roman Catholic with a percentage of 79.8% percentage, followed by Christian who is composed of 8 respondents and a percentage of 21.1%. Majority of the respondents are Roman Catholic and the rest is Christian. Christian and Roman Catholic have al little differentiations with the way on how they worship God. Reinert and Bloomingdale (1999) conducted a study to determine if a relationship existed between spiritual maturity and mental health. They discovered that individuals who were spiritually growth oriented reported significantly less psychological distress than those who were spiritually underdeveloped or dogmatic. self-efficacy, by its definition, implies one who thinks of her- or himself as competent and expects optimistic outcomes. It might

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appear that individuals with less psychological distress, anxiety and depression perform better in their workand have greater belief in their abilities. This might suggest that a significantly positive relationship exists between ones level of spirituality and self-efficacy. Perhaps the more spiritually connected an individual is the more confidence he or she has in abilities and favorable outcomes.

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Problem No. 2: What are the perceived effects of the transcultural class self-efficacy of the selected students of LPU-Laguna in terms of:
a.
Communication Table 6
Effects of Verbal communication and Non-Verbal Communication
Std. N Total Verbal Average Total NonVerbal Average 38 3.00 5.00 4.1316 .57756 38 4.00 5.00 4.2105 .41315 Minimum Maximum Mean Deviation
Rank
Table 6 shows the effects of transcultural self-efficacy of the selected students of LPU-Laguna in terms of verbal and non-verbal communication.
As recorded in table 6, the verbal and non verbal communication was ranked according to each weighted mean. Verbal communication shows that the perceived effects of self efficacy has a weighted mean of 4.2 (Std. Deviation = .41315) with a verbal interpretation of agree or ranked 1 and Non -verbal

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communication ranked 2 with weighted mean = 3.00 or fairly agree and the Std. deviation is (.57756) The result indicated that verbal communication is the primary means in affecting self efficacy in terms of communication and is really needed in achieving goals. Non-verbal communication was ranked in the first place. (Lewis, 2000) The first possible explanation is that face-to-face communication is a richer form of communication that includes the presence of both individuals. These circumstances allow all forms of communication to be apparent to the parties, which means the communication is richer and has a stronger social presence. Therefore, miscommunications can be addressed as they occur, and both individuals have the opportunity to engage the other in continuous communication. The abundance of communication cues, direct communication, and the clarity of the message should result in more specific goals.

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b. Behavior Table 7 Effects of focus and motivation Std. Deviation Rank 2 38 3.00 5.00 3.9211 .63167
N Total Focus Average Total Motivation Average 38
Minimum
Maximum
Mean
1 2.00 5.00 4.2895 .76786
Table 7 shows the effects of transcultural self efficacy of the selected students of LPU-Laguna in terms of behavior.
Since the perceived effects of focus in self-efficacy weighing 3.00 (WM) or fairly agree this results indicate that most of the respondents are focused enough to meet their goals even in there dullest chore and the goal they set is realistic enough to achieve. While affecting the motivation in self-efficacy weighing 4.00 (WM) or agree. According to Wikipedia, self-efficacy can affect motivation in both positive and negative ways. In general, people with high self-efficacy are more likely to make efforts to complete a task, and to persist longer in those efforts, than those with low self-efficacy. The stronger the self-efficacy or mastery

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expectations the more active the efforts. However, those with low self-efficacy sometimes experience incentive to learn more about an unfamiliar subject, where someone with a high self-efficacy may not prepare as well for a task.
Problem No. 3: Is there any significant relationship between the demographic profile of the respondents to the
perceived effects of the transcultural self-efficacy of the selected students of LPU- Laguna? 3.1 Demographic profile between Verbal Communication 3.1.1 Age and Verbal Communication Table 8 Relationship between Age and Verbal Communication
Variable
Correlation Coefficient
P-Value
Interpretation
Verbal communication
.329(*)
.044
slight relationship
Table 8 presents the relationship between the age of the respondents to verbal communication.
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of verbal

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communication with computed Pearson rho of *.329 that denotes a slight relationship. Age shows slight relationship in perceiving the effects of transcultural selfefficacy in verbal communication which means that their age affects their communication skills in achieving their goals due to their age of maturity whether the respondents is a local or a foreigner.
3.1.2Gender and Verbal Communication Table 9 Relationship between Gender and Verbal Communication
Variable
Correlation Coefficient
P-Value
Interpretation
Verbal communication
.000
1.000
negligable relationship
Table 9 presents the relationship between the gender of the respondents to verbal communication.
The relationship between gender and the perceived effects of transcultural selfefficacy on the selected students of LPU-Laguna in terms of verbal communication with computed Pearson rho of .000 denotes a negligible relationship.

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According to (Imhof, Vollmeyer, & Beierlein, 2007) when computer selfefficacy was studied, it was found that males and females reported similar levels of self-efficacy. It can be said that verbal communication of the respondents in terms of their gender doesnt affect their communication skills.
3.1.3Nationality and Verbal Communication Table 10 Relationship between Nationality and Verbal Communication Variable Correlation Coefficient Verbal communication .503(**) .001 marked relationship P-Value Interpretation
Table 10 presents the relationship between the nationality of the respondents to verbal communication.
The relationship between nationality and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of verbal communication with computed Pearson rho of .503 denotes a marked relationship. People coming from different countries may not find comfort in communicating or coordinating easily with one another. When people from different countries come together, their way of thinking varies. Some might be

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shy to communicate, while others open for communication. Owing to the difference in their cultural backgrounds, there is a difference in their upbringing, due to which there's a difference in their views and beliefs. Even the communication etiquette differs across the different countries, thus making it difficult for communication to even start.
3.1.4Socioeconomic Status and Verbal Communication Table 11 Relationship between Socioeconomic Status and Verbal Communication Variable Correlation Coefficient Verbal communication .166 .318 negligible relationship P-Value Interpretation
Table 11 presents the relationship between the socioeconomic status of the respondents to verbal communication.
The relationship between socioeconomic and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of verbal communication with computed Pearson rho of .166 denotes a negligible relationship. In the United States, education has been viewed as a tool to escape poverty and social inequality (Allen & Hood, 2000). However, researchers

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reported that students experience achievement gaps because of socioeconomic status and race/ethnicity. In addition, research showed that family income level may be associated with parents involvement in their child s school (Lee and Bowen, 2006). These researchers found that poor students from Englishspeaking households were less likely to have parents who reported receiving newsletters, memos, or notices addressed to all parents than students from non poor English-speaking households. Parental involvement with poverty or nonpoverty parents is interconnected to their childs academic success. The theory that non-poverty parents will have better communication with the schools versus poverty parents the research findings suggest that if parental involvement is a strong entity in the school and is encouraged by school staff then poverty and non-poverty may not be an influence.

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3.1.5Religion and Verbal Communication Table 12 Relationship between Religion and Verbal Communication
Variable Correlation Coefficient Verbal communication -.108 .517 Negligible relationship. P-Value Interpretation
Table 12 presents the relationship between the religion of the respondents to verbal communication.
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of verbal communication with computed Pearson rho of -.108 denotes a negligible relationship. Being from different religions or castes can act as a barrier to communicate on a personal or professional level. Sometimes, a person may feel uncomfortable communicating with people from other religions. This is mainly because of the difference in the beliefs they share. Religious views impact the way one thinks and can lead to differences of opinion. But one must understand the reasons behind these differences and tackle them carefully. If this is done, religion would no longer remain a cultural barrier to communication. However, due to globalization and spread of education, the negative impact of this kind of barrier seems to be decreasing.

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Among the five demographic profiles, age and nationality show its marked relationship in perceiving the effects of transcultural self-efficacy in verbal communication it means that their age affects their communication skills in achieving their goals due to their age of maturity whether the respondents is a local or a foreigner. The nationality affects their communication due to their pronunciation discrepancy. While their gender, socioeconomic status and religion has no relationship in affecting their self-efficacy in verbal
communication because gender cant affect the thinking of a person. According to Imhof et al 2007, when computer self-efficacy was studied, it was found that males and females reported similar levels of self-efficacy. Respondents socioeconomic and religion marked no relationship in affecting their perceived effect of self-efficacy this means that even if you dont have a good economic status and whatever your religion is you can achieve a good self-efficacy level. According to a study done by Bandura (1997) it suggests that when individuals have the opportunity to observe and learn from others who have a higher level of experience, those individuals are more likely to develop a greater level of self-efficacy.

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3.2 Demographic profile between Non-verbal Communication 3.2.1 Age and Non-Verbal Communication Table 13 Relationship between Age and Non-Verbal Communication Variable Correlation Coefficient Non-Verbal Communication .155 .353 negligible relationship P-Value Interpretation
Table 13 presents the relationship between the age of the respondents to non-verbal communication.
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their non-verbal communication with computed Pearson rho of .155 denotes a negligible relationship.

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3.2.2Gender and Non-Verbal Communication Table 14 Relationship between Gender and Non-Verbal Communication Variable Correlation Coefficient Non-Verbal Communication -.139 .407 negligible relationship P-Value Interpretation
Table 14 presents the relationship between the gender of the respondents to nonverbal communication.
The relationship between gender and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their non-verbal communication with computed Pearson rho of -.139 denotes a negligible relationship. Nonverbal communication is more immediate, but more ambiguous than verbal communication. Men and women differ significantly in their propensity to use nonverbal communication, their skill in interpreting it and their means of signaling their meaning. Accordingly, understanding gender differences in nonverbal communication is important when dealing with the opposite sex. One of the reasons that men and women differ in their use of nonverbal communication is that their reasons for communicating are often different, according to John Gray, author of the best-seller "Men are from Mars, Women are from Venus." Men generally communicate to transmit information and solve

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specific problems, while women usually use communication to express feelings and achieve emotional intimacy. Consequently, women tend to use nonverbal communication more than men. (http://www.livestrong.com/article/172581-domen-women-use-nonverbal-communication-differently/)
3.2.3 Table 15
Nationality and Non-Verbal Communication
Relationship between Nationality and Non-Verbal Communication Variable Correlation Coefficient Non-Verbal Communication .135 .419 negligible relationship P-Value Interpretation
Table 15 presents the relationship between the nationality of the respondents to nonverbal communication.
The relationship between nationality and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their non-verbal communication with computed Pearson rho of .135 denotes a negligible relationship. In considering cultural influences on nonverbal behavior, it is first important to recognize the universal bases of those behaviors, and to realize that cultures influence on nonverbal behaviors occurs above and beyond the

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universal bases of those behaviors that we are all born with. (CULTURE AND NONVERBAL BEHAVIOR by David Matsumoto of San Francisco State University)
3.2.4Socioeconomic Status and Non-Verbal Communication Table 16 Relationship between Socioeconomic Status and Non-Verbal Communication Variable Correlation Coefficient Non-Verbal Communication .164 .326 negligible relationship P-Value Interpretation
Table 16 presents the relationship between the socioeconomic status of the respondents to non-verbal communication.
The relationship between socioeconomic and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna with in terms of their non-verbal communication computed Pearson rho of .164 denotes a negligible relationship. Individuals may not communicate with each other due to a difference in the status they hold in society. For example people holding higher ranks or posts or those with a higher position in society may experience difficulty in communicating with individuals holding lesser ranks or those on a lower social

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status. In the same way, those in a good economic condition may not communicate openly with people in a relatively lower financial status. This is observed at both personal and professional levels. For example, people from rich families may find a communication gap in interacting with people from the middle or lower middle class. A poor economic condition or lower status in society can make one feel inferior. Similarly, a very good economic condition of higher social status can make one feel superior, thus creating gap between these two groups.

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3.2.5Religion and Non-Verbal Communication Table 17 Relationship between Religion and Non-Verbal Communication Variable Correlation Coefficient Non-Verbal Communication -.119 476 Negligible relationship P-Value Interpretation
Table 17 presents the relationship between the gender of the respondents to nonverbal communication.
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their nonverbal communication with computed Pearson rho of -.119 denotes a negligible relationship. According to Imhof et al 2007, respondents religion marked negligible relationship in affecting their perceived effect of self-efficacy this means that whatever your religion is you can achieve a good self-efficacy level.

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3.3 Demographic profile between Focus 3.3.1 Age and Focus Table 18 Relationship between Age and Focus Variable Correlation Coefficient Behavioral focus .318 .051 Slight relationship
Table 18 presents the relationship between the age of the respondents to focus.
P-Value
Interpretation
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral focus with computed Pearson rho of .318 denotes a slight relationship. According to the study conducted by Freund (2010) the relationship of goal focus was not moderated by age. There were no significant interactions of age with goal focus which contraindicating to the researchers study.

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3.3.2 Gender and Focus Table 19 Relationship between Gender and Focus Variable Correlation Coefficient Behavioral focus -.127 .449 Negligible relationship
Table 19 presents the relationship between the gender of the respondents to focus.
P-Value
Interpretation
The relationship between gender and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral focus with computed Pearson rho of -.127 denotes a negligible relationship.

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3.3.3 Nationality and Focus Table 20 Relationship between Nationality and Focus Variable Correlation Coefficient Behavioral focus .329 .044 Slight relationship
Table 20 presents the relationship between the nationality of the respondents to focus.
P-Value
Interpretation
The relationship between nationality and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral focus with computed Pearson rho of .329 denotes a slight relationship.

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3.3.4 Socioeconomic status and focus Table 21 Relationship between Socioeconomic Status and Focus Variable Correlation Coefficient Behavioral focus .231 .262 Slight relationship P-Value Interpretation
Table 21 presents the relationship between the age of the respondents to focus.
The relationship between socioeconomic status and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral focus with computed Pearson rho of .231 denotes a slight relationship.

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3.3.5 Religion and focus Table 22 Relationship between Religion and Focus Variable Correlation Coefficient Behavioral focus .065 .696 Negligible relationship
Table 22 presents the relationship between the religionof the respondents to focus.
P-Value
Interpretation
The relationship between religion and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral focus with computed Pearson rho of .o65 denotes a negligible relationship.

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3.4 Demographic profile and Motivation
3.4.1 Age and Motivation Table 23 Relationship between Age and Motivation Variable Correlation Coefficient Behavioral focus .376 .020 Slight relationship P-Value Interpretation
Table 23 presents the relationship between the age of the respondents to motivation.
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral motivation with computed Pearson rho of .376 denotes a slight relationship. Older as compared with younger workers have a reduced motivational need for personal growth and training opportunities. Warrs (1997) and Kanfer & Ackermanns (2004) assertion that older workers have a lowered motivational drive to perform new tasks.

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3.4.2 Gender and Motivation Table 24 Relationship between Gender and Motivation Variable Correlation Coefficient Behavioral focus -.243 .141 Slight relationship
Table 24 presents the relationship between the gender of the respondents to motivation.
P-Value
Interpretation
The relationship between gender and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral motivation with computed Pearson rho of -.243 denotes a slight relationship. There have been some mixed findings on the relationship between gender and self-efficacy. Some researchers have found that females have higher selfefficacy levels (Kumar & Lal, 2006). However, some have found different results when specific types of self-efficacy were considered. Malpasset. al. (1999) found that males had higher self-efficacy levels for math.

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3.4.3 Nationality and Motivation Table 25 Relationship between Nationality and Motivation Variable Correlation Coefficient Behavioral focus .102 .544 Negligible relationship
Table 25 presents the relationship between the nationality of the respondents to motivation.
P-Value
Interpretation
The relationship between age and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral motivation with computed Pearson rho of .102 denotes a negligible relationship. Wlodkowski R. (2008) discusses the challenge nationality diversity plays on learning. He points out that we need to respect different cultures and work towards making a learning environment that is inviting to everyone. Learning is strengthened when it is tied to a learners experience; thus, the more we can understand a learner to include cultural differences the more success we will have passing on knowledge.

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3.4.4 Socioeconomic Status and Motivation Table 26 Relationship between Socioeconomic Status and Motivation Variable Correlation Coefficient Behavioral focus .123 .462 Negligible relationship
Table 26 presents the relationship between the socioeconomic status of the respondents to motivation.
P-Value
Interpretation
The relationship between socioeconomic and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral motivation with computed Pearson rho of .123 denotes a negligible relationship. In this table Respondents motivational behavior can show the effects of socioeconomic status in reaching their goals. Shannon and Smiths (2010) study indicated the effect of socioeconomic status on motivation, which in turn affects academic performance. Similarly, when investigating the effect of different factors on motivation Clemons (2008) found that students socioeconomic status had the strongest effect on achievement motivation

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3.4.5 Religion and Motivation Table 27 Relationship between Religion and Motivation Variable Correlation Coefficient Behavioral focus .058 .728 Negligible relationship P-Value Interpretation
Table 27 presents the relationship between the religion of the respondents to motivation.
The relationship between religion and the perceived effects of transcultural self-efficacy on the selected students of LPU-Laguna in terms of their behavioral motivation with computed Pearson rho of .058 denotes a negligible relationship. As you can assume, there are many ways that you would be able to study the effects that religiosity and motivation have on one another. Religious motivation has been at the forefront of many psychological studies. Logan (2002) states that many religious practices such as confession are driven by these motivations. This is supported by the fact that the non-religious person does not participate in similar, non-religious practices in their daily life. There are many studies that support the idea that religiosity is responsible for many different motivations in ones life.

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P Variables Verbal communication Age Not Gender 1.00 Significant Profile value .044 Analysis Significant Decision Reject Ho Accept Ho Reject Nationality .001 Significant Not Socioeconomic .318 Significant Not Religion .318 Significant Ho Accept Ho Accept Ho
Level of Significance set at .05, two-tailed, n = 38 P value .353
Variables NonVerbal communication
Profile Age Gender Nationality Socioeconomic Religion
.407 .419 .326 476
Analysis Not Significant Not Significant Not Significant Not Significant Not Significant
Decision Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho
Level of Significance set at .05, two-tailed, n = 38

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CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of findings based on the data gathered, the conclusions based from the foregoing findings and the recommendations formulated by the researcher based on the conclusions of the study. General Summary This study assessed the significant relationship of demographic profile of the respondents and its perceived effect to their self-efficacy. Result is used to assess the self-efficacy of foreign and local respondents all coming from Lyceum of the Philippines Laguna. The Banduras theory of self-efficacy. The likert five point scales was used with questionnaire as a tool to gather data. There were 38 respondents 19 of them are purposively choose and currently enrolled in Lyceum of the Philippines Laguna and the other 19 local respondents are chosen randomly. Frequency, percentage, weighted mean, Pearson Correlation were the statistics used to treat the data.

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Summary of Findings 1. Majority of the respondents were in the age bracket of 20 24 years of old, earning 50.000 Php and above, with an equal number of respondents gender, Filipino and Roman Catholic. 2. The perceived effects of transcultural self-efficacy in terms of their nonverbal communication were found out higher than their verbal
communication. 3. Transculutural self-efficacy and their perceived effects in terms behaviour in motivation was found out higher than their focus. 4. In their verbal communication findings revealed that in general, there was no significant relationship between the demographic profile and the perceived effects of transcultural self-efficacy except for their age and nationality therefore, null hypothesis is accepted. 5. In their non-verbal communication findings revealed that in general, there was no significant relationship between the demographic profile and the perceived effects of transcultural self-efficacy therefore, null hypothesis is accepted. 6. In their behavioural focus findings revealed that in general, there was a significant relationship between the demographic profile in terms of their age, nationality and socioeconomic status. And gender and religion has its

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perceived to their transcultural self-efficacy. Therefore, null hypothesis was accepted. 7. In their behavioural motivation findings revealed that in general, there was no significant relationship between the demographic profile and the perceived effects of transcultural self-efficacy except for their age and gender therefore, null hypothesis was accepted. Conclusions Based from the result of the study, majority of the respondents were in the young adult stage, belonged to the average income family, Filipino and Roman Catholic. Foreign and local respondents were assessed about their perceived effects to their self-efficacy to agree in the majority of the respondents in terms of their verbal and non-verbal communication. Also, they view their effects to agree in the majority of the respondents in terms of their focus to achieve goal, while motivation has its label of strongly agree in the majority of the respondents. Respondents, foreign or local said they are strongly agreed to have a high level of motivation to achieve their goals. There was a significant relationship between the demographic profiles of the respondents to the perceived effects of the transcultural self-efficacy of the selected students of LPU-Laguna.

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Recommendations
1. Local and Foreign students of Lyceum of the Philippines University-
Laguna
a. Proper orientation should be given for them to have a background about the culture, beliefs and attitudes of foreigners. b. Emphasize to them that the increase in the prominence of interaction between students is an integral strategy in developing cross-cultural competencies. c. Students should be made aware that good interaction with foreign students is one of the expectations of Lyceum of the Philippines University-Laguna of an effective student. d. International students do not only need to acquire good communication skills and fluency in English both in writing and speaking, but also absorb the Filipino culture. e. The students should have the initiative to deal with the foreigners in achieving a task. Opportunities for interaction must be mindful of
varying cultural sensitivities and seek to maximize culturally inclusive activities. f. Grab the opportunities for ongoing interaction in activities such as in-class discussions, contributions and examples from diverse

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cultural perspectives and group assignment work.You can learn from them and they can learn from you. g. The local students should have self-awareness in order for them to be a part of the foreigners life and motivate them in achieving goals. h. Learn to accept each others opinion and never contradict ones culture or belief. i. Emphasize to them that open communication is very important to clarify expectations in relation to other nationality. j. Initial acquaintances with local students might be a little uneasy due to the language and cultural barriers. However, this problem may subside as most local students respond with great warmth and have deep curiosity about foreign countries and cultures. Socializing among students is the key.
2. Faculty members and Dean of all colleges
a) As partners in the transition process for students, and with the responsibility for ongoing teaching of students, it is recommended that faculties develop interactive, engaging faculty-specific
orientation activities that encourage interaction between students.

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b) Encouragement of interaction between international and local students can be articulated as one of the primary objectives of orientation activities. c) Interventions in class can be facilitated to involve students in various class activities for better interactions between local and international students to awareness and to discuss and bring about by bringing cultural more
address
stereotypes
international perspectives into classrooms. d) Promote cultural inclusiveness and intercultural interaction in the classroom through cooperative learning, buddy systems,
intercultural simulation exercises, etc. e) Provide ongoing opportunities for formal and informal interaction between local and international students in Lyceum of the Philippines-Laguna. f) Promote peer engagement through curriculum-based activities g) Provide institutional support for teachers such as professional development

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3. Future researchers
a) A different research study is encouraged to determine the extent of change that has occurred in educational process and content as a result of increasing international students. It may also consider the costs and benefits of these changes. b) Replication of similar studies outside the research locale is highly encouraged to compare results and find additional pertinent data. c) A different research study is encouraged to determine if similar perceived effects of transcultural self-efficacy occur in regional or province area. d) Another potential direction for future research relates to the growing use of technologically enhanced communication on/off campus. Looking at such different modes of out-of-class interactions in detail and their relationships with quantity and quality of interactions will provide an interesting source for this area of study. e) Use the 5% of the total population of LPU-Laguna students as their respondents.

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Bray, M. A., & Kehle, T. J. (2001). Long-term effects of self-modeling as an intervention for stuttering. School Psychology Review, 30, 131 137. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171200. Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31, 674685. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256273. Dweck, C. S. (2000). Self-theories: Their role in motivation and personality development. Philadelphia: Psychology Press. Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivation beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 443-440. Ereford, B. (1995). Parent autonomy-enhancement and development of self-efficacy. Psychological Reports, 77, 1347-1353. Fan, C., & Mak, A. S. (1998). Measuring social self-efficacy in a culturally diverse.

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Felton, G. S., & Biggs, B. E. (1977). Up from underachievement. Springfield, IL: Thomas Feltz, D. L. (1988). Self-confidence and sports performance. In K.B. Pandolf (Ed.), Exercise and Sport Sciences Reviews, 16, 423-457. New York: Macmillan. Good, T. L., & Brophy, J. E. (1994). Looking in classrooms (6th ed.). New York: HarperCollins. Graham, S., & Barker, G. P. (1990). The down side of help: An attributiondevelopmental analysis of helping behavior as a low-ability cue. Journal of Educational Psychology, 82, 714. Griffiths, J. H. (2007). Academic self-efficacy, career self-efficacy, and psychosocial identity development: A comparison of female college students from differing socioeconomic status groups. Dissertation Abstracts International, A: The humanities and social sciences, 67, 2892. Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology, 31, 4463.

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B. Internet Reference
Culture Crossing (Uganda), Greetings

http://www.culturecrossing.net/basics_business_student_details.php?Id=7 &CID=212
Culture Crossing (Uganda), Communication Style

http://www.culturecrossing.net/basics_business_student_details.php?Id=8&CID=212
Culture Crossing (Uganda), Personal Space and Touching

Culture Crossing (Uganda), Eye Contact

Culture Crossing (Uganda), Gestures

Nigerian Culture (Communication Style) http://www.kwintessential.co.uk/resources/global-etiquette/nigeria.html

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Culture Crossing (Kuwaiti), Greetings
Culture Crossing (Uganda), Communication Style

Culture Crossing (Uganda), Personal Space and Touching

Culture Crossing (Uganda), Eye Contact

Culture Crossing (Uganda), Gestures

Philippines Communication Patterns: Verbal and NonVerbal http://internationalbusiness.wikia.com/wiki/Philippines_Communication_Pa tterns:_Verbal_and_NonVerbal

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LPU St.

Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

- a response of an individual or group to an action, environment, person, or stimulus.

- an act of transmitting information and messages to other individual.

- the concentration of attention or energy on something.

- those students who are enrolled in Laguna with foreign classmates.

-literally the desire to do things toward a desired goal. verbally.

Non-verbal communication messages

- the process of using wordless

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

Review of Related Literature and Studies

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

LPU St. Cabrini College of Allied Medicine

Personal Space and Touching

There tends to be limited touching between genders when in public.

LPU St. Cabrini College of Allied Medicine

Verbal Communication Patterns:

LPU St. Cabrini College of Allied Medicine

Nonverbal Communication Patterns: