STUDY Habits, Self-Efficacy, and Self-Directed Learning of Junior High School STUDENTS

Abstract

This study explored the levels of study habits, self-efficacy, and self-directed learning among junior high school students. A sample of 197 students was selected using stratified random sampling from three public schools in the Compostela-East District, Davao de Oro. A quantitative descriptive-correlational research design was utilized to examine the relationship between the identified independent variables, study habits and self-efficacy, and the dependent variable, self-directed learning. The data used in this study were gathered through adapted questionnaires validated by experts. To analyze and interpret the data, the researchers used the statistical tools of mean, standard deviation, Pearson's r, and multiple regression analysis. The findings revealed a high level of study habits, self-efficacy, and self-directed learning, indicating that junior high school students often manifested these. Further, statistical analysis indicated that, although both study habits and self-efficacy had a significant positive relationship with self-directed learning, study habits had a stronger effect than self-efficacy.