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Introduction
Self-efficacy beliefs have been long believed as a key factor related to expected outcomes
academic performance (Lent et al as cited by Brown et al, 2007; De la Fuente & Cardelle-
Elawar, 2009). Previous researchers have explored the relationship between personality and
academic performance (Cattell & Butcher, 1968; Eysenck, 1967; Kline & Gale, 1977 as cited by
Premuzic, T. & Furnham, A., 2003), and this was further strengthened by Premuzic and Furnham
(2003) in their study which proved that personality traits show an important incremental validity
as predictors of academic performance. Lane and Lane (2001) also stated that self-efficacy
relates to performance accomplishments and performance and those with high self efficacy are
more eager and motivated; thus, they will have better performance or expected outcomes.
Self-efficacy refers to ones beliefs about his or her ability to successfully perform
specific tasks in specific situations (Hampton & Mason, 2003) and is believed to influence
choice of activity, task perseverance, level of effort expended, and ultimately, degree of success
achieved (Klassen, 2007) of learners. It also influences how persistent learners are in the face of
difficulties (Chowdhury & Shahabuddh, 2007). These beliefs affect students motivation to learn
and use strategies to perform better. If people have high positive self-efficacy about learning,
they believe that they have the power and abilities to reach this goal (Bernhardt, 1997). Self
efficacy is also defined as levels of confidence individuals have in their ability to execute courses
of action or attain specific performance outcomes (Bandura, 1977, 1982, 1997 as cited by Lane
and Lane, 2001). Bandura (1997) proposed that personal self-efficacy beliefs influence initiating
behaviour, how much effort will be applied to attain an outcome and the level of persistence
Language self-efficacy and academic performance | 3
applied to the task in the face of difficulties and setbacks. The more encouraged they are to do
something; the more effort will be seen in them to achieve it despite of certain hindrances.
As the title of the current study is Self-efficacy and academic performance in English of
Filipino high school students, it is imperative to show the relationship of the two variables in
Self-efficacy Academic
Performance
In reference to theoretical explanations and findings of previous studies, it has shown that
self-efficacy is a contributing skill to the success of ones academic performance. Although there
is a majority of literature that support the notion that self-efficacy has a significant relationship
with academic performance, there are also a number of literature that did not agree. A study
conducted by Strelnieks (2005) found that ones academic achievement depended on other
factors, such as gender and socio-economic status. As shown in previous studies, there have been
study is required to show a clearer understanding of the two variables. Across the globe, self-
efficacy has attracted a number of research enthusiasts (Wong, 2005; Li & Qin, 2006; Alptekin,
2007; Rahimi & Abedini, 2009). However, relatively few documented studies have specifically
focused on the Philippine context. There is still more beyond in the observation of self-efficacy
Language self-efficacy and academic performance | 4
of language learners. This study therefore aims to investigate relationship between, self-efficacy
perceptions and academic performances of Filipino high school students, specifically to attain
To find out the difference between male and female students in English language self-
efficacy.
performance.
There will be a significant correlation between the mean scores of students' self-efficacy
There will be significant differences between the mean scores of self-efficacy and
Method
Subjects
participants consisted of Grade 9 students (n=149) of Br. Rafael Donato Night High School of
Language self-efficacy and academic performance | 5
Data Measures
Initially, an instrument was fielded to the respondents for purposes of ascertaining their
self- efficacy. A 6-point Self-Efficacy Scale (SES) questionnaire was adapted from previous
studies of self efficacy in language learning (Nevill 2004; Al-Sibai 2005; Lavelle 2006; Wang
2008). Said instrument yielded a Cronbach Alpha test value of 0.74-0.94 for SES (Refer to Table
1). Respondents academic performance was based on actual grades they obtained from the
previous academic year and was made available by the Office of the Registrar.
Table 1
Cronbach Alpha
Writing 0.74
Ethical Considerations
Approval to conduct the study was sought from the Office of the Principal. Upon
approval, questionnaires were fielded to the respondents under guidance of their English teacher
Data Analysis
Language self-efficacy and academic performance | 6
Data yielded in this study were treated using descriptive and inferential statistics
Results
performances was explored. Presented in Table 2 are their highest and lowest GWA of the
respondents. Of the 149 respondents, ranked first had 84 for GWA and 5.646 for self-efficacy,
while ranked fifth had 87 for GWA and 5.215 for self-efficacy. The lowest GWA was 91 with
2.676, self-efficacy.
Table 2
Highest Lowest
1 84 5.646 1 81 2.446
2 88 5.523 2 94 2.538
3 84 5.292 3 82 2.569
4 85 5.231 4 90 2.676
5 87 5.215 5 91 2.676
Results of the study (Table 3) demonstrates that learners self-efficacy and academic
performance, it was proven they are correlated (r= -0.1191, p < 0.3262) indicating no significant
relationship.
Language self-efficacy and academic performance | 7
Table 3
Verbal
Variables Pearson r Decision Conclusion
Interpretation
Results of the study (Table 4) demonstrates that learners self-efficacy has a significant
difference between the score of the girls and the boys, it was proven they are correlated (r=
Table 4
Discussion
The purpose of this study was to investigate the relationship between self-efficacy
perceptions and academic performances of Filipino Grade 9 high school students in English.
Language self-efficacy and academic performance | 8
There are several key findings in this study. First is the closeness of self-efficacy levels of the
respondents and great difference in their academic performances. An important issue to note here
is the self-efficacy level of Filipino Grade 9 high school students which ranges from 2.446 to
5.646, while their GWA ranges from 71 to 98. Pajares (2000), Hampton and Mason (2003),
Brown et al (2008) and Rahimi et al (2009) cited that self-efficacy is a vital force that affects
students success in school leading them to have better academic performance and can greatly
influence their language achievement. Social cognitive theory states that self-efficacy has the
most predictive power for performance (Bandura, 1997 as cited by Choi, 2005). Torres (1983 as
cited by Bernardo, 2008) provides evidence that Filipino youths personal educational choices
are strongly influenced by their parents. With the financial and moral support they receive from
their parents, the tendency to develop more self-efficacy beliefs is more likely. This also suggests
that if a learner experiences positive influences and a good environment, his self-efficacy level
and his performance will become dramatically proportioned. Notably, results of this study show
The final key finding worth noting relates to having high GWA but low average in the
self-efficacy scale and having low GWA but high in the self-efficacy scale. A respondent had a
GWA of 84 and 5.646, self-efficacy; while one had a GWA of 81 and 2.446, self-efficacy. One
may have a good academic performance, but has a low self-efficacy perception. This may be the
case of some Filipino learners who do not have a good understanding of their own learning
motives and strategies (Zhang & Bernardo, 2000 as cited by Bernardo, 2003) but can perform
well academically. It is also evident that knowledge of learning strategies does not always lead to
better academic performance. Some may be aware of what strategy to use when studying or
doing a task which helps the students perform better even if the self-efficacy perception is low. It
Language self-efficacy and academic performance | 9
is mastery and performance-approach goals that play a pivotal role in achieving a certain goal
(Bernardo, 2008). Self-efficacy could not be the sole exploration to good academic performance,
but having students who should have developed the necessary foundation skills.
The first finding seems to align with previous studies that showed significant
relationship. However, learners perception on the schooling program they chose may be
considered. Torres (1983 as cited by Bernardo, 2008) showed how Filipino students are greatly
controlled by their parents. Parents educational success has been shown to be particularly
influential in predicting childrens future or achievement (Jimerson, Egeland, & Teo, 1999;
Linver, Brooks-Gunn, & Kohen, 2002; Yeung, Linver, & Brooks- Gunn, 2002; Corwyn &
Bradley, 2003 as cited by Davis-Kean & Sexton, 2009). Taking into consideration the influence
and dictation of parents, some learners chose to perform depending on their motivation dictated
by their parents. Parents expectations from their children are strong predictors of academic
achievement (Alexander et al, 1994 as cited by Davis-Kean & Sexton, 2002). Considering that
not all students experience being dictated and influenced by their parents, academic achievement
Conclusion
Summary
academic performances of Filipino Grade 9 high school students in English. Findings showed
that the respondents self-efficacy bear significant relationship to their academic performance.
The findings suggested that there is a plausible moderately correlated significant relationship
between the academic performance and perceived self-efficacy beliefs. Despite the variables
Language self-efficacy and academic performance | 10
being moderately correlated, there is still a room for further researches on the relations of
language self-efficacy and academic performance. The results of the study seem contrary and
parallel to results of other studies that have found a relationship between and among the given
performances may be affected by other extraneous variables which were not concluded at the
Implications
Some important practical implications can be drawn from the findings of this study.
Results of this study vary from other loci. A study in Malaysia (Wong, 2005) was investigated
which had the same results as this study in terms of the relation between self-efficacy beliefs,
academic performance and language learning strategies which showed significant results. The
study could help in the development of language learners specifically the language teachers. The
self-efficacy beliefs of a learner cannot be the sole basis of determining ones academic
performance. Other variables may include learning motivation, goal orientation, and interest. The
study can help determine other factors that can affect academic performance. Academic
performance can be affected by variables in one locus and other set of variables in another locus.
The paper has successfully achieved its purpose of determining relationship of language self-
Further research about this posed recommendation can inform teachers with a better
understanding of their students academic performance. Replication of this study involving other
levels of high school students in other mixed-gender institutions in the Philippines would provide
generalizability of findings.
Language self-efficacy and academic performance | 12
REFERENCES
Alptekin, C. (2007). Foreign language learning strategy choice: naturalistic vs. instructed
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of
Brown, S., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. (2007). Social cognitive
Cavaco, A., Chettiar, V., & Bates, I. (2003). Achievement, motivation and self-efficacy
Chiu, M., Chow, B., & Chang, C. (2007). Universals and specifics in learning strategies:
Chou, H. (2001). Effects of training method and computer anxiety. Computers in Human
Chowdhury, M. & Shahabuddin, A.M. (2007). Self-efficacy, motivation and their relationship to
Cohen, A., (1998). Strategies in learning and using a second language. Addison Wesley
De la Fuente, J., & Elawar, M. (2009). Research on actionemotion style and study habits:
Furnham, A., Premuzic, T., McDougall, F. (2003). Personality, cognitive ability, and beliefs
Hampton, N., & Mason, E. (2003). Learning disabilities, gender, sources of efficacy,
self-efficacy beliefs, and academic achievement in high school students. Journal of Social
Hong-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an
Klassen, R. (2007). Using predictions to learn about the self-efficacy of early adolescents with
Lane, J., & Lane, A. (2001). Self-efficacy and academic performance. Social, Behavior and
OMalley, J., Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge
UniversityPress, Cambridge.
from two longitudinal university samples. Journal of Research in Personality, 37, 319
338.
Rahimi, A., & Abedini, A. (2009). Interface between EFL learners self-efficacy concerning
Schunk, D.H. (1991). Self-efficacy and academic motivation. Education Psychologist, 26(3 &4),
207-231.
Strelnieks, M., (2005). The relationship of students domain specific self-concepts and self-
Wang, F. (2008). Motivation and English achievement: An exploratory and confirmatory factor
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APPENDIX A
Moderately Agree
Strongly Disagree
Slightly Disagree
Directions: .Read each statement and check the
Strongly Agree
Slightly Agree
response that tells HOW TRUE OF YOU THE
Moderately
STATEMENT IS.
Disagree
Questions:
1. Writing an essay or paper is always a slow
process.
2. Studying grammar and punctuation would
greatly improve my writing.
3. Having my paper evaluated scares me.
4. I expect good grades on essays or papers.
5. I need special encouragement to do my best
writing.
6. I do well on essay tests.
7. I can write simple, compound and complex
sentences.
8. My writing rarely expresses what I think.
9. I often do writing assignments at the last minute
and still get a good grade.
10. If the assignment calls for 1000 words, I try to
write just about the many.
11. I think I am a good reader.
12. I can tell that my teacher likes to listen to me
read.
13. My teacher thinks that my reading is fine.
14. I can read faster than other kids.
15. I like to read aloud.
Language self-efficacy and academic performance | 16