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

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.