Mind Over Marks: The Psychological Impact of Academic Self-Perception on Student Achievement

Mind Over Marks: The Psychological Impact of Academic Self-Perception on Student Achievement

Lea Ann A. Villanueva, Vaine P. Zambrano, Milane D. Evarola

University of the Visayas, Cebu, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000387

Received: 16 August 2025; Accepted: 22 August 2025; Published: 13 October 2025

ABSTRACT

Can a strong belief in one’s academic abilities also be a source of emotional distress? In the Philippine education system, where academic excellence is highly emphasized, students often face immense pressure to perform, potentially affecting their mental well-being. This study examines the relationship between academic self-perception and depressive symptoms among senior high school students through a quantitative analysis using standardized assessments. Findings reveal that while students generally exhibit moderate academic self-perception, many experience self-doubt regarding their success. Similarly, depressive symptoms were reported at a moderate level, with irritability and concentration difficulties being the most prevalent. A weak yet statistically significant positive correlation was found between academic self-perception and depression, indicating that students who perceive themselves as academically capable may still experience emotional distress due to internalized academic pressures. While this does not establish causality, it aligns with maladaptive perfectionism and self-discrepancy theories, which highlight the emotional costs of high academic expectations. These findings emphasize the need for educational policies that integrate mental health interventions, promote resilience-building initiatives, and encourage adaptive learning strategies to support students’ well-being beyond academic performance.

Keywords: academic self-perception, depression, academic stress, student mental health, academic pressure, self-esteem

INTRODUCTION

In the quiet hum of classrooms and the restless glow of late-night study lamps, a silent battle unfolds—one that is often overlooked beneath the weight of numbers, test scores, and performance rankings. For many students in the Philippines, academic success is not merely an aspiration but an expectation—an unspoken contract between themselves and a society that equates brilliance with future security. High grades serve as currency for scholarships, career opportunities, and parental approval, yet beneath the surface, a more profound struggle brews. As the pressure to achieve intensifies, so too does the quiet erosion of self-worth, where small failures become defining verdicts. When academic performance becomes the mirror through which students see themselves, the question arises: what happens when that reflection is distorted by self-doubt and the weight of expectation?

At the core of academic performance is academic self-perception, an individual’s assessment of their own competence in learning. Rooted in self-concept theory (Shavelson et al., 1976), academic self-perception plays a fundamental role in shaping motivation, persistence, and engagement in educational tasks. Students with positive self- perceptions are more likely to exhibit resilience, adopt a growth mindset, and maintain consistent academic effort. In contrast, those with negative self-perceptions often experience heightened academic anxiety, decreased motivation, and withdrawal from learning opportunities (Marsh & Martin, 2011). Self-efficacy theory (Bandura, 1997) further emphasizes that an individual’s belief in their academic abilities directly influences their capacity to succeed, reinforcing the impact of self-perception on both learning outcomes and overall well-being.

Beyond academic performance, academic self-perception is also deeply intertwined with psychological health. Self-Discrepancy Theory (Higgins, 1987) suggests that discrepancies between one’s actual academic self and

their ideal or socially prescribed self can lead to emotional distress, including anxiety and depressive symptoms. Similarly, Maladaptive Perfectionism Theory (Frost et al., 1990) highlights how excessively high academic standards, coupled with self-criticism, contribute to mental health struggles. In highly competitive academic environments, students who internalize unattainable expectations may experience a cycle of self-doubt, reinforcing patterns of distress and disengagement.

Depression, a major mental health concern among students, is characterized by persistent feelings of sadness, hopelessness, and diminished interest in daily activities. Studies have consistently highlighted its detrimental effects on cognitive functioning, decision-making, and overall academic engagement (Onyemaechi, 2018). Adolescents with depressive symptoms often struggle with concentration, exhibit lower self-esteem, and encounter difficulties in maintaining academic motivation (Derdikman-Eiron et al., 2013). While academic stress is widely recognized as a contributing factor to student depression, the role of academic self-perception in either mitigating or exacerbating depressive symptoms remains underexamined. Understanding this relationship is critical, particularly in educational settings where high performance is emphasized and self-worth is often tied to academic success.

Despite extensive global research on academic self-concept and achievement, limited studies explore the direct relationship between academic self-perception and depression among Filipino students. The Philippine education system places significant emphasis on academic excellence, often equating scholastic performance with future success. Within this context, students who perceive themselves as academically inadequate may experience heightened psychological distress. While Western studies have explored how social support buffers against these effects (Bouchey & Harter, 2005), there is insufficient literature examining how Filipino students internalize their academic standing and how this influences their mental health (Villanueva, 2021). Furthermore, mental health discussions in the Philippines remain stigmatized, limiting access to early interventions and psychological support (Alonso et al., 2018). This study seeks to bridge this gap by examining the relationship between academic self-perception and depressive symptoms among senior high school students. This research aims to provide deeper insights into the emotional costs of academic pressure by integrating psychological theories of self-perception, self-discrepancy, and maladaptive perfectionism. The findings will contribute to the ongoing discourse on student mental health, emphasizing the need for educational policies that balance academic expectations with psychological well-being.

Objective

This study examines the relationship between academic perception and depression among Senior High School students at the University of the Visayas-Dalaguete Campus during the 2022-2023 academic year. Grounded in the understanding that students’ academic self-perception influences their mental well-being, the study aims to analyze how beliefs about academic abilities correlate with depressive tendencies. Specifically, it seeks to describe the demographic characteristics of the respondents in terms of age and sex, assess their perceptions of academic abilities and outlooks, and evaluate the extent of depressive symptoms. Furthermore, it investigates whether a significant relationship exists between academic perception and depression.

RESEARCH METHODOLOGY

Population and Samples

The respondents of this study were randomly selected senior high school students from Grades 11 and 12 at the University of the Visayas-Dalaguete Campus. The total population consisted of 83 Grade 11 students and 248 Grade 12 students, amounting to 331 senior high school students. To determine the appropriate sample size, the Krejcie and Morgan (1970) sample size determination method was applied, ensuring an adequate and representative sample for statistical analysis.

To enhance the generalizability and reliability of the findings, the study employed stratified random sampling. This probability sampling method involves dividing the target population into distinct strata, ensuring proportionate representation across academic strands. Stratified random sampling minimizes sampling bias and enhances the precision of comparisons between subgroups (Parsons, 2017). By ensuring that all subgroups were adequately represented, this approach strengthened the validity of the study’s conclusions.

Research Instrument

To assess depression among senior high school students, the study utilized the Center for Epidemiologic Studies Depression Scale (CES-D). The CES-D was chosen due to its strong psychometric properties, including high internal consistency (Cronbach’s alpha = 0.85–0.90) and widespread use in adolescent populations (Radloff, 1977). Compared to other depression measures, such as the Beck Depression Inventory (BDI) or Patient Health Questionnaire- 9 (PHQ-9), the CES-D is particularly suited for identifying depressive symptoms in non-clinical populations, making it an appropriate tool for this study (Vilagut et al., 2016).

Academic self-perception and performance were measured using an adaptive research questionnaire, supplemented by official academic records from the school’s documentation. The academic self-perception questionnaire underwent pre-testing to ensure its validity and reliability. A pilot study was conducted among a small sample of students, and the instrument’s internal consistency was assessed using Cronbach’s alpha (α = 0.82), indicating high reliability. Additionally, expert validation was conducted to ensure that the questionnaire items were contextually relevant and appropriately measured students’ self-perception of their academic abilities.

Collection of Data

The researchers followed a structured procedure for data collection. Initially, a transmittal letter was sent to the Dean of the College of Education, requesting permission to conduct the study among senior high school students. Upon approval, the data collection phase commenced.

Before administering the survey, the researchers provided respondents with a clear explanation of the study’s objectives, emphasizing ethical considerations, including confidentiality, voluntary participation, and the right to withdraw at any time. To address potential social desirability bias, students were assured that responses would remain anonymous, and no identifying information would be linked to their academic records.

After obtaining informed consent, the survey questionnaires were distributed, and respondents were given ample time to complete them. Once all responses were collected, the data were securely stored in a sealed envelope and later transferred to a password-protected digital database for analysis.

Data Analysis

This study employed frequency and percentage distributions, weighted mean, standard deviation, and the Pearson Product-Moment Correlation Coefficient (Pearson’s r) for data analysis. Frequency and percentage distributions described the demographic profile of the respondents, with frequency indicating the number of times a particular value or category appeared in the dataset and percentage representing its proportion relative to the total sample.

The weighted mean was calculated to determine the central tendency of the data, while the standard deviation provided insights into the variability and dispersion of responses. To examine the relationship between academic self- perception and depression, the Pearson Product-Moment Correlation Coefficient was utilized. This statistical method assessed the strength and direction of the correlation between the two variables, offering a deeper understanding of how academic self-perception might relate to levels of depression among the respondents.

To ensure data reliability, normality tests and assumption checks for Pearson’s r were conducted. Additionally, ethical safeguards were implemented, including secure storage of data and adherence to institutional research ethics guidelines, ensuring the integrity of the study and the well-being of the participants.

Result (s)

Table 1 Extent of the Academic Self-Perception of the Respondents

Descriptive equivalent is 0.00 – 0.75 = Never; 0.76 – 1.50 = Seldom; 1.51 – 2.25 = Sometimes; 2.26 – 3.00 = Always

 Table 1 outlines the extent of the respondents’ academic self-perception based on various indicators. The findings reveal that students exhibit moderate confidence in their academic abilities, with all indicators falling within the “sometimes” category. The highest mean score (2.153) corresponds to “I am confident in my ability to succeed in school,” suggesting that while students believe in their potential, their confidence is not absolute. Conversely, “I am successful” recorded the lowest mean (1.847), indicating some uncertainty regarding overall academic success. The overall mean of 1.993 suggests that students hold a cautious perspective on their academic abilities.

Table 2 Extent of the Respondents’ Depression

Descriptive equivalent is 0.00 – 0.75 = Never; 0.76 – 1.50 = Seldom; 1.51 – 2.25 = Sometimes; 2.26 – 3.00 = Always

Table 2 presents the extent of the respondents’ experiences with depressive symptoms, revealing that students experience moderate levels of depressive symptoms. The highest mean (1.973) is for irritability, followed by concentration difficulties (1.910), suggesting that academic stress may affect students’ mood stability and cognitive functions. Sadness and sleep problems also emerged as common issues, though the lowest mean score (1.730) for hopelessness indicates that most students do not experience extreme despair. The overall mean of 1.840 suggests that while depressive symptoms are present, they are not pervasive or overwhelming for most students.

Table 3 Correlation Between Academic Self-Perception (ASP) and Depression (DEP)

* Significant if p-value < 0.05

 Table 3 presents the correlation analysis between academic self-perception (ASP) and depression (DEP) using Spearman’s rho. The correlation coefficient (ρ = .239) suggests a weak positive relationship, meaning that as academic self-perception increases, depressive symptoms tend to rise slightly. The p-value (.011) is below the 0.05 significance level, leading to the rejection of the null hypothesis, indicating a statistically significant relationship between the two variables.

DISCUSSION

This study examined the relationship between academic self-perception and depression among senior high school students. The findings provide insights into how students perceive their academic abilities and their experiences with depressive symptoms, with significant but weak correlations between the two variables.

Academic Self-Perception and Its Influencing Factors

The moderate level of academic self-perception aligns with self-concept theory (Shavelson, Hubner, & Stanton, 1976), which suggests that academic self-perception is shaped by personal experiences, social comparisons, and external feedback. Students in the study expressed confidence in their academic potential but demonstrated uncertainty regarding their overall success. This ambiguity may stem from external pressures, including high academic expectations, social competition, and limited access to academic support systems. Prior research highlights that students with moderate self-perception are more likely to adopt adaptive learning behaviors, such as goal-setting and help- seeking (Schunk & Pajares, 2009) but may also experience anxiety due to self-doubt (Putwain et al., 2013). Villanueva et al. (2025) similarly emphasized the complex ways in which teaching strategies, including those of Rasha Dorgham, affects academic self-perception, noting that confidence in academic potential does not always lead to academic success.

Depressive Symptoms and Academic Pressure

The findings indicate that depressive symptoms are moderately prevalent, with irritability and concentration difficulties being the most common. This aligns with prior studies indicating that academic stress can manifest as mood fluctuations and cognitive impairments (Wilkinson et al., 2016). The presence of sadness and sleep problems further underscores the emotional toll of academic challenges, consistent with Suldo, Shaunessy, and Hardesty (2008), who found a link between academic stress and increased emotional distress. Notably, the relatively low levels of hopelessness suggest that while students face stressors, they do not perceive their situation as entirely negative or unchangeable.

Interpreting the Positive Correlation

The weak yet statistically significant positive correlation between academic self-perception and depression presents an interesting paradox. Typically, academic self-perception is seen as a protective factor against mental health

issues, as confidence in one’s abilities fosters resilience and motivation (Marsh, 1990). However, the positive correlation in this study suggests that students with higher academic self-perception may also place excessive pressure on themselves, leading to increased stress and emotional distress. This supports the maladaptive perfectionism theory (Flett & Hewitt, 2002), which argues that individuals with high self-expectations often experience anxiety when they perceive themselves as falling short. Higgins’ (1987) self-discrepancy theory further explains that when students perceive a gap between their actual performance and their ideal self, they experience heightened emotional distress.

Practical Implications

The study’s findings highlight several important implications for educators, counselors, and policymakers. First, promoting a growth mindset (Dweck, 2006) can help reduce academic stress by shifting the focus from performance-based validation to learning-oriented success. Schools should implement academic stress management programs, including resilience training and mental health interventions, to equip students with effective coping strategies.

Additionally, parental and educator awareness is crucial, as recognizing and addressing perfectionist tendencies in students can foster a balanced academic self-perception. Finally, counseling services should prioritize early identification of at-risk students, particularly those with high academic self-perception who may also exhibit signs of perfectionism and depression.

CONCLUSION

This study highlights the complex relationship between academic self-perception and depression among senior high school students. While confidence in one’s academic abilities fosters motivation and achievement, excessive pressure to succeed can contribute to stress and depressive symptoms. The findings suggest that a balanced academic self-perception is essential for students’ overall well-being.

Implications and Recommendations

To address this, schools should implement mental health awareness programs that promote healthy self- perception and coping strategies for academic stress. Educators can support students by fostering a growth mindset rather than a performance-oriented mindset, as research by Dweck (2006) suggests that students who view intelligence as malleable experience lower levels of stress and depressive symptoms. Counseling services should also be strengthened to identify students exhibiting perfectionist tendencies and provide early intervention strategies. Additionally, parents and educators must remain vigilant for signs of academic burnout, as prolonged stress without intervention may lead to severe mental health issues (Schaufeli et al., 2009).

Study Limitations and Future Research

This study is limited by its sample size, as data were collected from a single school, which may restrict the generalizability of the findings. Additionally, self-reported measures could introduce response biases. Future research should consider longitudinal studies to establish causal relationships between academic self-perception and depression. Exploring additional factors such as socioeconomic status, parental expectations, and personal coping mechanisms will provide a more comprehensive understanding of this relationship and inform more effective interventions.

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