EXAMINING THE INFLUENCE OF RESILIENCE AND SELF-EFFICACY ON ACADEMIC PERFORMANCE

Education Management

In the context of education, academic performance is seen as an indicator of quality learning and student achievement. However, problems stemming from poor academic performance remain a significant concern for teachers. Given this, many studies have linked self-efficacy and resilience to academic performance. Hence, this study investigated the relationship among the identified variables. This study utilized a descriptive correlational design to investigate the relationship between self-efficacy and resilience towards academic performance. Using adapted survey questionnaires, data were collected from 140 respondents selected through universal sampling. The results revealed a Pearson r of 0.381 and a p-value of 0.162, indicating that self-efficacy is not significantly related to academic performance. In connection with this, a weak positive correlation of 0.393 between resilience and academic performance was also observed, suggesting no significant relationship. The results imply that high levels of self-efficacy and resilience do not directly translate into better academic achievement. However, it is still recommended that teachers continue to develop students’ efficacy and resilience, as these help students cope with and meet academic demands. Hence, these two still influence students' ability to manage difficulties encountered during the learning process.

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