ACHIEVEMENT Emotions and Self-efficacy as Correlates to the Study Habits of Grade Six PUPILS

Abstract

This study aimed to determine the influence of achievement emotions and self-efficacy as they correlate with the study habits of the pupils. A quantitative research design using the descriptive-correlational method was employed. The respondents of the study were the grade six pupils in Davao City. Sets of adapted questionnaires were used to obtain information from the respondents. Mean and standard deviations were utilized to determine the level of achievement emotions, self-efficacy, and students' study habits. Pearson r correlation coefficient was used to measure the relationship of the variables associated with student study habits. Multiple regression analysis was used to determine the influence of the variables that best predict student study habits. Results of the study revealed that the levels of achievement emotions, self-efficacy, and students' study habits were high. The relationship between the three variables further showed that achievement emotions and self-efficacy were significantly related to grade six students' study habits; furthermore, achievement emotions and self-efficacy were found to influence grade six students' study habits.