The Influence of Academic Self-Efficacy, Academic Resilience, And Emotional Intelligence on Academic Motivation Among Senior High School Students: A Prediction Model

Abstract

The purpose of this investigation was to develop a predictive model for academic motivation among public senior high school students in Region XI, Philippines considering the impact of academic self-efficacy, academic resilience, and emotional intelligence. The survey questionnaires utilized in this research were adapted to suit the regional schools’ context and was administered to 421 students. This study employed quantitative, non-experimental approach, the data was analyzed using weighted mean, Pearson r, and regression analysis. The results indicated a notably very high level of academic motivation, alongside high levels of academic self-efficacy, academic resilience, and emotional intelligence. Moreover, significant positive relationships were observed between academic self-efficacy and academic motivation, academic resilience and academic motivation, as well as emotional intelligence and academic motivation. Additionally, the findings suggested that academic self-efficacy, academic resilience, and emotional intelligence serve as significant predictors of student academic motivation, with emotional intelligence exerting the most significant impact. The study emphasizes the significant influence of emotional intelligence, academic self-efficacy, and academic resilience on student motivation, recommending that schools focus on developing programs that strengthen these areas to improve academic performance. Similarly, this study recommended further exploration into the influence of academic self-efficacy, academic resilience, and emotional intelligence on student’s academic motivation.