SELF- CONFIDENCE AND ITS RELATIONSHIP TO THE

ACADEMIC PERFORMANCE

Submitted by:

ALPECHE, ANGEL MAE L.

COLIGADO, LEAH JAY A.

QUINZON, PRESHELLE FE D.

SALINGA, ANGELYN D.

Submitted to:

KARLWINN L.PAITAN

OCTOBER 2019
 CHAPTER I

THE PROBLEM AND ITS SCOPE

Background of the study

Self-Confidence is a term that helps people improve mental health and meet goals to

have success .Self-Confidence is a genuine concept related to mental health, well being, and a

positive way of being in the world that includes both feeling and doing. Self confidence is a

process that involves how someone thinks about himself and others as well as how he functions

despite challenges and uncertainties (Peterson, 2014).

It refers to believing in one and your abilities that makes you more happier due to your

successes. When you are feeling confident enough in your abilities the more energized and

motivated you are to take action and achieve your (Bѐnabou and Tirole, 2002).

Conceptual Framework

Independent Variable Dependent Variable

Academic Performance

Self-Confidence of Grade XII High Academic Performance

ABM students Moderate Academic Performance

Low Academic Performance

The conceptual paradigm shows the relationship between Independent, Dependent Variables.

The independent variables is Self-Confidence of Grade XII Accountancy Business and

Management (ABM) students and the dependent variables are the Academic Performance
which is divided into three; High Academic Performance, Moderate Academic Performance, and

Low Academic Performance .

Statement of Hypotheses

Ho: There is no significant relationship of boosting self confidence to academic performance of

Grade XII ABM students.

H1: There is a significant relationship of boosting self confidence to academic performance of

Grade XII ABM students.

Significance of the study

The result of this study will guide various kinds of people specially to those in the

academic performances of students.

First, School Administrators can correct the weakness of a school curriculum and help improve

students’ performance.

Second, Guidance Councilors can have broader ideas in understanding student’s performance

and can offer them best solutions and advises.

Third, Teachers can widely understand the problem of students in terms of their performances.

Fourth, Students may give all their knowledge about the topic and explain thoroughly the

purpose of writing this study. The extent to which they will do their very best to give all the

information needed for this study.

And Lastly, Future researchers may be enlightened to explore and search answers from other

references.

Scope and Delimitation

 This study is a correlational research focusing on the boosting of self confidence and its

relationship to academic performance in Diplahan National High School, Diplahan District,

Diplahan Zamboanga Sibugay in the school year 2019-2020.

Operational Definition of Terms

In order to have a better understanding and interpretation on this study the following

terms were operationally defined on how they were used in this study.

Academic –relating to studies that you have learned.

Boost- refers to improving yourself to be confident in achieving goals in life.

Performance- refers to the performance of students during their oral examination whether they

have high, moderate, low academic performance.

Self-Confidence-is the assurance of your decisions, abilities, and performance to which you

need to have in everyday living.

 CHAPTER II

REVIEW OF THE RELATED LITERATURE AND STUDIES

According to Benabou and Tirole (2002), Self-Confidence is simply believing in oneself.

It also brings happiness if you believe in yourself.

Student’s confidence is an important factor in achieving educational success. As more

students are facing bullying and harassment, confidence in school will suffer and when it

happens grades will also suffer. Building confidence in students is one of the most important

steps parents and teachers can take to ensure healthy environment for learning. If a child losses

self – confidence, they may lose motivation in learning. By building confidence in students,

parents and teachers can secure the most important key to success: motivation. (EduNova,

2012)

There are many contexts where boosting self confidence can improve academic

performances that should have not been ignored. They encourage parents and teachers to give

praise in order to increase ones confidence, but only as a reward for socially desirable behavior.

This method ensures that children receive some positive attention and have the opportunity to

develop healthy self-esteem, and it does not run the risks of convincing children that they are

exceedingly competent whether they work hard or not. (Baumeister et al., 2003)

Self-confidence is an important key to success. It is a combination of a state of mind and

strong feeling of self-belief which is commonly used as self assurance in ones abilities, skills

and etc. For students, confidence plays a key aspect of their school life. The higher the self-

confidence the more chances to success. The absence of confidence can be the reason for

ones sorrow and dissatisfaction. Building self confidence is needed to achieve success and

happiness. For many it would be a challenging thing to be confident all the time.

Excess of everything is bad. Overconfidence has become a reason behind the failure of

many. People who are very confident in their selves end up with a defeat. The most prominent

2
problem youth face today is the absence of goal. They do not know what they are passionate

about and what they want to achieve in life. Setting a goal and working towards it gives a sense

of satisfaction in life. (Gross, 2017)

Related Studies

Self-confidence is considered one of the most influential motivators and regulators of

behavior in people's everyday lives (Bandura, 1986). A growing body of evidence suggests that

one's perception of ability or self-confidence is the central mediating construct of achievement

strivings (e.g., Bandura, 1977; Ericsson et al., 1993; Harter, 1978; Kuhl, 1992; Nicholls, 1984).

Ericsson and his colleagues have taken the position that the major influence in the acquisition of

expert performance is the confidence and motivation to persist in deliberate practice for a

minimum of 10 years.

Self-confidence is not a motivational perspective by itself. It is a judgment about

capabilities for accomplishment of some goal, and, therefore, must be considered within a

broader conceptualization of motivation that provides the goal context. Kanfer (1990a) provides

an example of one cognitively based framework of motivation for such a discussion. She

suggests that motivation is composed of two components: goal choice and self-regulation. Self-

regulation, in turn, consists of three related sets of activities: self-monitoring, self-evaluation,

and self-reactions. Self-monitoring provides information about current performance, which is

then evaluated by comparing that performance with one's goal. The comparison between

performance and goal results in two distinct types of self-reactions: self-satisfaction or -

dissatisfaction and self-confidence expectations. Satisfaction or dissatisfaction is an effective

response to past actions; self-confidence expectations are judgments about one's future

capabilities to attain one's goal. This framework allows a discussion of self-confidence as it

relates to a number of motivational processes, including setting goals and causal attributions.

( Druckman & Bjork , 2019)

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and procedures employed by the researchers in determining

the relationship of boosting self- confidence to academic performance of the respondents

Research Design

This study uses correlational research design on boosting self- confidence as it relates

to academic performance of Grade XII ABM students of Diplahan National High School for the

school year 2019-2020.

To meet the purpose of this study, it seeks to answer questions related to the problem.

The data were concluded through a question.

Locale of the Study

This study was conducted in Diplahan National High School,-Senior High School

students, Diplahan District, Diplahan Zamboanga Sibugay during the school year 2019-2020.

Research Instrument

The research study used questionnaire-checklist. It is composed of 10 statements where

the respondents could answer according to their perceptions. It can be answered by checking

the statements whether, Always (A), Sometimes (S), and Never (N)

Data Gathering Procedure

 In collecting data, the researchers will formally asked permission from the school of

Diplahan National High School particularly the Principal. In order to allow the researchers in

distributing the questionnaire to the respondents.

In order to ensure that the respondents have a clear understanding of what they are

going to do, the researchers explain to them the instruction as well as the purpose of conducting

the study.

The researchers also encourage the respondents to answer the questions honestly for

the validity and reliability of the study.

Statistical tools

After administering the questionnaire to the respondents the data collected are

statistically analyzed, tabulated and classified. To determine the relationship of boosting self-

confidence to academic performance of the learners, simple statistical measures, such as

frequency and percentage are use.

To determine the relationship between the academic performance of the learners and

their self- confidence, the formula given below is used in interpreting the data. A chi-square

Test.

x2= Σ (oi- ei)

ei
Where:
x2 =chi square

oi = observed frequency

ei =expected frequency

The researchers use the percentage in getting the percentage of the response of the

respondents.
 P= f x 100
n

where :

P=Percentage

f= frequency of response of the respondents

n= total number of respondents

The researchers also use weighted mean is getting the mean of the response of the

respondents.

x= weighted mean

Σ=Summation

Xi=responses of the respondents

N=number of respondents

Respondents of the study

The respondents of this study were the Grade XII ABM students of Diplahan National

High School for this year 2019-2020.

Sample and Sampling Procedure

The target population of the study will be the Senior High school students during the

second term of academic year 2019-2020 of Diplahan National High School. These students

belong to the Accountancy Business and Management strand.

With a population size of 45 the researchers will consider a sample of 40 respondents

determined using the Slovins formula for computing sample size with a five percent margin of

error. These samples shall be randomly selected through purposive random sampling Senior

High School strands being used.

 Questionnaire

Name: Grade & Section:

Age: Sex:

Survey Questions

Always Sometimes Never

1. I value myself in spite of all the mistakes I

made.

2. I feel good about my abilities.

3. I feel worthy despite of all my imperfections.

4. I can easily get others respect and friendship.

5. I am always confident at all times.

6. I have the courage to stand up for myself.

7. I can easily be depressed.

8. I always listen to the positive side of me.

9. I can easily socialize with other people.

10. I believe that self-confidence is a tool to

achieve my dreams.