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Goal Setting and Self-Efficacy as Predicting Variables to Achievement Motivation of Senior High School Students

Author

Listed:
  • Nermal, Jasren Y.

    (Department of Education, Senior High School Students, Philippines)

  • Porras Kc A.

    (Department of Education, Senior High School Students, Philippines)

  • Sintaan Julienky Maree F.

    (Department of Education, Senior High School Students, Philippines)

  • Corpuz Mykaela Nicole D.

    (Department of Education, Senior High School Students, Philippines)

  • Nobleza Ma.

    (Department of Education, Senior High School Students, Philippines)

  • Hannah Faith ,Jumeras Analyn P.

    (Department of Education, Senior High School Students, Philippines)

  • Alferez Mark Loyd N.

    (Department of Education, Senior High School Students, Philippines)

  • Darang Tjay L.

    (Department of Education, Senior High School Students, Philippines)

  • Tagaytay Jairo

    (Department of Education, Senior High School Students, Philippines)

  • Krystal Joy M. Clamares

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

  • Anna Marie O. Pelandas

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

Abstract

This study explored the influence of goal setting and self-efficacy on the achievement motivation of senior high school students at Lorenzo S. Sarmiento Sr. National High School. Specifically, it aimed to assess the levels of goal setting, self-efficacy, and achievement motivation, examine the significant relationship among these variables, and determine which domains of goal setting and self-efficacy significantly influence achievement motivation. Using a quantitative-correlational research design, the study surveyed 269 senior high school students, with data analyzed through the average weighted mean, Spearman’s rho, and multiple regression analysis. Results indicated that goal setting was at a high level, self-efficacy was at a high level, and the level of achievement motivation was also high. Both variables had a significant positive relationship with achievement motivation. Additionally, all goal setting and self-efficacy domains were key contributors to enhancing achievement motivation. These findings highlighted the crucial role of goal setting and self-efficacy in fostering achievement motivation, emphasizing their importance in shaping students’ aspirations and overall performance.

Suggested Citation

  • Nermal, Jasren Y. & Porras Kc A. & Sintaan Julienky Maree F. & Corpuz Mykaela Nicole D. & Nobleza Ma. & Hannah Faith ,Jumeras Analyn P. & Alferez Mark Loyd N. & Darang Tjay L. & Tagaytay Jairo & Kryst, 2025. "Goal Setting and Self-Efficacy as Predicting Variables to Achievement Motivation of Senior High School Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 1582-1595, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:1582-1595
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    References listed on IDEAS

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    1. Takatoyo Umemoto & Tsutomu Inagaki, 2023. "Relationships Between Achievement Goals, Motivation Instability, and Learning Persistence in Asynchronous Distance Classes," SAGE Open, , vol. 13(4), pages 21582440231, December.
    2. Dongil Kim & Seohyeon Choi, 2021. "The Effects of Data-based Instruction (DBI) for Students with Learning Difficulties in Korea: A Single-subject Meta-analysis," PLOS ONE, Public Library of Science, vol. 16(12), pages 1-23, December.
    3. Ying, Jiefeng & You, Jianing & Guo, Jiaqi, 2020. "The protective effects of youth assets on the associations among academic stress, regulatory emotional self-efficacy, and suicidal risk: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 119(C).
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