The Influence of Self-Efficacy and Motivation to Learn to the Self-Regulation of Senior High School Students

Abstract

This study explored the influence of self-efficacy and motivation to learn on the self-regulation of senior high school students at Lorenzo S. Sarmiento Sr. National High School. The main objective was to determine the levels of self-efficacy, motivation to learn, and self-regulation, examining the significant relationships between self-efficacy and self-regulation, and motivation to learn and self-regulation. Additionally, the study aimed to identify which domains of self-efficacy and motivation to learn might significantly influence self-regulation. A quantitative-correlational design was employed, involving 274 respondents from senior high school students in Lorenzo S. Sarmiento Sr. National High School. The statistical tools utilized included mean, Pearson r, and multiple regression analysis. The results indicated a high level of self-efficacy among senior high school students in terms of effort, talent, and context. Similarly, there was a high level of motivation to learn in terms of goal orientation, self-determination, and social engagement. Furthermore, the study revealed a high level of self-regulation in evaluating information, triggering change, and implementing plans. The findings also established a high correlation and significant relationship between self-efficacy and self-regulation, as well as motivation to learn and self-regulation, leading to the rejection of the null hypothesis. All domains of self-efficacy and motivation to learn significantly influenced self-regulation as perceived by senior high school students. Consequently, teachers might consider adapting strategies that enhance students’ self-efficacy and develop motivation to learn to nurture students’ ability to self-regulate. Implementing such methods aligned with the study findings would help students foster a positive atmosphere and enable active engagement in self-regulated learning for academic excellence.