SOCIAL-EMOTIONAL Competence, Attitude, and Academic Achievement in Mathematics of Grade 7 STUDENTS

Abstract

The study aimed to determine whether social-emotional competence and attitudes of students toward mathematics predict the academic achievement of Grade 7 students. A quantitative research design using the descriptive-correlational method was employed. The respondents of the study were secondary public school students in Davao City. Sets of adapted questionnaires were used to obtain information from the respondents. Mean, Standard Deviation, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data. Results of the study revealed that the level of social-emotional competence and students' attitudes were rated very high, which indicates that it was always evident. In contrast, the student's academic achievement level in mathematics was rated high, which suggests that the students demonstrated a high level of achievement. The relationship between the three variables further shows that students' social-emotional competence and attitudes are significantly related to their academic achievement in mathematics. Furthermore, students' social-emotional competence and attitudes were found to significantly influence academic achievement in mathematics.