The Relationship between Learning Environment and Self- Efficacy among Senior High School Students

The Relationship between Learning Environment and Self- Efficacy among Senior High School Students

Alanis Madulid, Janna Lotilla, Kimberly Agot, Gian Rufil, Jeremiah Cabalhin, Loreen Agustin, Kenneth A. Pondang

Carlos P. Garcia Senior High School, 109 J. Luna St., Poblacion District, Davao City

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9020148

Received: 03 February 2025; Accepted: 07 February 2025; Published: 07 March 2025

ABSTRACT

Low self-efficacy in learning is common among senior high school students, often linked to self-doubt, which reduces motivation in taking on academic challenges. This study examined the relationship between the learning environment and self-efficacy among senior high school students. A descriptive-correlational study was conducted, and data were collected from 300 senior high school students using validated questionnaires. Results revealed a weak yet significant correlation (r=0.398,p<0.05) between learning environment and self-efficacy. Based on these findings, it is recommended that instructional strategies integrate opportunities for hands-on learning, observational learning, and constructive feedback to enhance students’ self-efficacy. Additionally, fostering a more supportive and engaging learning environment through student-centered teaching methods and mentorship programs is essential. Schools may also implement self-efficacy development programs, such as workshops and counseling sessions, to strengthen students’ confidence in their academic abilities. Future research should explore additional factors influencing self-efficacy and intervention strategies for further enhancement.

Keywords: Learning environment self-efficacy, senior high school students

THE PROBLEM AND ITS SCOPE

Students with low self-efficacy often doubt their abilities, leading to decreased motivation and persistence in facing academic challenges. This lack of confidence can result in the avoidance of difficult tasks and lower academic performance (Wilde, 2020). Additionally, students with low self-efficacy may experience feelings of helplessness and frustration, negatively impacting their engagement in academic activities (Golmohammadi et al., 2021).

Globally, student self-efficacy is influenced by various social and educational factors. Studies by Li et al. (2021) found that students in the Slovak Republic, Moscow Region (Russia), and Lebanon exhibit the lowest levels of self-efficacy (Jin et al., 2023). In the Moscow Region, research indicates that many students demonstrate an average level of self-efficacy, with about 68% uncertain about their professional capabilities and a significant percentage exhibiting low self-efficacy (Schleicher, 2019). Similarly, studies in Lebanon found that lower self-efficacy levels among students negatively impact their motivation and academic achievement (Mazeh & Moukarzel, 2018). A study in the Slovak Republic also reported notably low self-efficacy levels among students, highlighting the importance of improving self-efficacy to enhance academic performance and overall well-being (Waddington, 2023).

In the Philippines, addressing self-efficacy issues is crucial for improving academic outcomes among Filipino students. Retuya et al. (2020) found that students with lower proficiency often report lower self-efficacy, which hinders their academic performance. Additionally, Cuerdo (2023) noted that students from lower socioeconomic backgrounds struggle with self-efficacy due to limited access to resources and support. Furthermore, Valizadeh (2021) observed that self-efficacy levels among students do not significantly vary based on gender or grade level.

Despite the emphasis on self-efficacy in student research, there remains a gap in understanding its role in academic success. Many studies focus on the challenges and motivational issues students face, yet they often overlook strategies for effectively fostering self-efficacy. Addressing these gaps is essential for enhancing self-efficacy among senior high school students.

Significance of the Study

The researchers believe that this study on the learning environment and students’ self-efficacy among senior high school students will provide essential information and knowledge to various groups of people, including the following.

Department of Education (DepEd). The findings can guide DepEd in developing strategies to enhance students’ self-efficacy. These insights can help design and implement effective learning environments that foster students’ confidence and motivation.

School Administration. This study highlights the importance of investing in teacher professional development and fostering a supportive academic culture. These efforts can lead to targeted interventions aimed at improving students’ self-efficacy.

Students. By understanding the relationship between the learning environment and self-efficacy, students may gain awareness of how their educational experiences influence their motivation and self-confidence.

Future Researchers. This study serves as a reference for future educational research, particularly on the essential components of the learning environment that significantly impact students’ self-efficacy.

Statement of the Problem

The study aims to determine the significant relationship between learning environment and self-efficacy among senior high school students. Specifically, it sought to answer the following questions:

1. What is the level of learning environment influences among senior high school students in terms of:
   • Physical Dimensions;
   • Pedagogical Dimensions; and
   • Psychosocial Dimensions?

2. What is the level of student self-efficacy among senior high school students in terms of:

• • Mastery Experience;
  • Vicarious Experience;
  • Verbal Persuasion; and
  • Physiological Feedback?

3. Is there a significant relationship between learning environment and self-efficacy among senior high school students?

Hypotheses

This study was tested at a 0.05 level of significance.

H_o: There is no significant relationship between learning environment and self-efficacy among senior high school students.

H_a: There is a significant relationship between learning environment and the student self-efficacy among senior high school students.

REVIEW OF RELATED LITERATURE

This research reviews literature relevant to the study, selecting empirical studies and literature based on their relevance and significance to the topic. The discussion is organized into the following sections: learning environment, student self-efficacy, and the relationship between the learning environment and student self-efficacy.

Learning Environment

The learning environment plays a crucial role in shaping students’ self-efficacy, which is a key factor in their academic success (Denham, 2022). When students have confidence in their abilities, they are more likely to succeed. The classroom climate significantly influences self-efficacy, as it fosters social interactions, bonding, and friendships. Positive social interactions contribute to emotional well-being, which in turn enhances academic performance (Cipriano et al., 2023). Therefore, creating a supportive environment is essential for unlocking students’ full potential.

Physical Dimensions. Bandura asserts that self-efficacy is shaped by personal experiences, environmental dynamics, and conditions that support a scientific understanding of how internal and external factors interact, particularly in academic learning. He highlights the importance of personal and environmental factors in constructing academic self-efficacy beliefs. Positive and supportive academic environments contribute to the development of self-efficacy. Moreover, Latino et al. (2021) emphasize the role of physical health, stating that physically fit individuals tend to set higher goals and possess the mental resilience needed to achieve them, thereby enhancing self-efficacy.

Psychosocial Dimensions. Hosseinchari and Ghasem (2021) found that psychosocial dimensions significantly impact students’ self-efficacy and, consequently, their academic performance. Social-emotional learning programs improve self-efficacy by fostering emotional regulation and interpersonal skills, leading to better academic outcomes and reduced anxiety (Durlak et al., 2011). Additionally, peer and family support play a critical role in self-efficacy development by providing encouragement and resources to overcome challenges (Zhang et al., 2022). These psychosocial factors collectively shape students’ confidence in their abilities, influencing their academic success.

Pedagogical Dimensions. Pedagogical factors also play a vital role in shaping self-efficacy. According to Bassi (2011), effective teaching strategies, such as goal-setting and supportive classroom environments, foster mastery experiences and provide constructive feedback, which enhances self-efficacy. Furthermore, Caprara et al. (2011) highlight that collaborative goal-setting promotes a sense of community and accountability among students, further strengthening their self-efficacy. Nordengren (2019) also supports this view, stating that goal-setting practices positively influence students’ motivation and academic achievement.

Student Self-Efficacy

Usher and Pajares (2008) emphasize that self-efficacy beliefs significantly influence academic performance. They identify four key sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback. Self-efficacy is a domain-specific construct, meaning it focuses on students’ judgments of their capabilities in relation to goals and standards rather than comparing them to others (Marsh et al., 2018). Students can improve their self-efficacy through strategies that build confidence, such as engaging in moderately challenging tasks, which help maintain motivation and prevent boredom or frustration.

Mastery Experiences. Schunk (2016) highlights mastery experiences as one of the most powerful sources of self-efficacy. Successfully completing challenging tasks reinforces students’ confidence in their abilities. Ulrike (2016) further asserts that when students attribute their success to effort and strategy, they become more motivated to take on new challenges. By focusing on mastery experiences, educators can create learning environments that build self-efficacy, leading to increased motivation and academic achievement.

Vicarious Experiences. According to Bandura’s Social Cognitive Theory, vicarious experiences influence self-efficacy by allowing students to learn through observation. When students witness peers or role models successfully completing tasks, their own confidence in their abilities increases (Bandura, 2016). Zimmerman and Schunk (2017) found that observing others succeed enhances academic persistence, as students develop an understanding of the effort required to achieve similar goals. Vicarious learning also helps students set realistic goals and adopt effective strategies.

Verbal Persuasion. Verbal persuasion is another critical source of self-efficacy. Positive feedback from teachers, peers, and mentors helps students develop confidence in their academic abilities (Phan, 2016). Supportive environments where students receive encouragement lead to higher engagement in learning tasks (Nob, 2021). Verbal persuasion strengthens students’ beliefs in their capabilities, motivating them to persevere in academic challenges.

Physiological Feedback. Physiological feedback strategies can improve student engagement and metacognition. According to Dey et al. (2018) and Azevedo et al. (2017), real-time insights into students’ emotional and cognitive states help them regulate their learning processes. By associating physiological responses with academic performance, students can develop greater self-regulation and confidence. This heightened awareness enhances self-efficacy, enabling students to manage academic stress more effectively.

Relationship between learning Environment and Student Self Efficacy

The learning environment is a fundamental factor in improving student self-efficacy, leading to better engagement and academic performance. Studies indicate a positive correlation between a supportive learning environment and self-efficacy (Galos, 2021). A positive classroom climate fosters student engagement, which enhances overall satisfaction with the learning experience (Li et al., 2022). Research also suggests that perceived teacher support mediates the relationship between self-efficacy and academic achievement.

A well-structured learning environment promotes autonomy and mastery-oriented goals, which enhance students’ confidence in their abilities. Mastery goal environments, which focus on learning and improvement rather than competition, lead to a growth mindset and higher self-efficacy (Svinicki, 2010). Additionally, environments that provide autonomy support encourage students to take responsibility for their learning, further strengthening self-efficacy (Girelli et al., 2022).

Albert Bandura’s Social Learning Theory underscores the role of observation, modeling, and reciprocal interactions in shaping students’ learning experiences. By fostering a learning environment that emphasizes mastery and autonomy, educators can effectively enhance students’ self-efficacy, motivation, and academic persistence.

Synthesis

This review of related literature covers three main topics: the learning environment, student self-efficacy, and the relationship between the two. The learning environment is examined through three dimensions: physical, psychosocial, and pedagogical. Student self-efficacy is analyzed through its four key sources: mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback. The review highlights that a supportive learning environment positively influences self-efficacy, which in turn enhances academic performance.

Conceptual Framework

Figure 1. Conceptual Framework of the study

METHODOLOGY

This chapter presents the methodology of the study, which includes the research design, respondents of the study, sampling design, research instruments, data gathering procedure, data analysis, and ethical considerations.

Research Design

This study utilized a descriptive-correlational qualitative method to gather data and information. Correlational research aimed to identify whether changes in one variable corresponded with changes in another. It was ideal for gathering data, providing insights into complex real-world relationships, helping researchers develop theories, and making predictions. A correlational research design investigated relationships between variables without the researcher controlling or manipulating any of them (Bhandari, 2021). However, a limitation of correlational studies was their inability to establish causation. While these studies could reveal connections between variables, they could not prove that altering one variable would cause changes in another. Hence, correlational researchers did not systematically control any variables; they simply observed events without influencing outcomes (Nadhif & Rohmatika, 2020).

In this study, a descriptive qualitative research design was also applied. This type of research provided a detailed and accurate picture of the characteristics and behaviors of a particular population or subject. By observing and collecting data on a given topic, descriptive research helped researchers gain a deeper understanding of a specific issue and provided valuable insights that could inform future studies (Shrutika, 2023). As cited by Kim (2017), qualitative descriptive research generated data that described the “who, what, and where of events or experiences” from a subjective perspective. From a philosophical standpoint, this approach aligned with constructionism and critical theories that used interpretative and naturalistic methods.

Research Locale

This study was conducted in public senior high schools within Cluster 1, Division of Davao City, Region XI, located in the central part of Davao City. These schools were selected because they were known for offering quality education. Davao City was chosen as the research locale due to its significant population of Humanities and Social Sciences (HUMSS) students, whose self-efficacy and academic performance were key variables in the study. Additionally, Davao City is a first-class, highly urbanized city in the Davao Region and the largest city in the Philippines in terms of land area.

Research Respondents

The respondents of this study were 300 Humanities and Social Sciences (HUMSS) students from Carlos P. Garcia Senior High School in Davao City. These students were chosen because their academic experiences and critical thinking skills aligned with the study’s objectives.

Sampling Design

The study employed a simple random sampling design, which involved selecting a subset of the population where each member had an equal chance of being chosen. According to Adam (2024), simple random sampling ensured an unbiased representation of the population.

Research Instrument

The two variables of this study will be measured using two instruments: The Learning environments which consists of three (3) domains such as physical dimensions, psychosocial dimensions and pedagogical dimensions, and students self- efficacy questionnaire which consists of three (4) domains such as mastery experiences, vicarious experiences, verbal persuasions and psychological feedback.  The restructuring of items was carried out to make the instruments more applicable to the current local education context.

For validation, the survey questionnaire will be forwarded to three (2) experts. A validation sheet will be used by the three (4) experts to rate the survey questionnaire. All the experts’ opinions and recommendation will be followed. Following the validity test, the survey questionnaire will be piloted Among senior high School under Humanities and Social Sciences.

Learning Environments. The learning environment were researchers made with a Likert scale that focuses on a detailed evaluation of the construct of teacher competence in terms of physical dimensions, psychosocial dimensions and pedagogical dimensions. The rating scale for this attribute is as follows.

Student Self- efficacy. The items measuring Student Self-Efficacy were developed by the researcher using a Likert scale. This scale provides a detailed evaluation of the construct of students’ self-efficacy in terms of mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback. The following rating scale was used for this variable:

Ethical Considerations

Ethical considerations play a crucial role in ensuring the validity of research, especially when dealing with sensitive topics such as student self-efficacy. This study adheres to fundamental ethical principles, including social value, informed consent, and the privacy and confidentiality of information.

Social Value.  This research aims to examine the relationship between teachers’ competence and students’ self-efficacy. By exploring these factors, the study seeks to enhance the educational environment and support students in developing stronger self-efficacy in learning.

Informed Consent. Before conducting the study, all respondents were provided with clear information about its purpose, procedures, potential risks, and benefits. An agreement was established to ensure their voluntary participation. Additionally, confidentiality was emphasized to safeguard their personal information.

Data Gathering Procedure

The following steps were strictly followed in the conduct of the study:

Permission to conduct the study. To initiate the process, the researcher submitted a formal letter of approval to the School Principal of Carlos P. Garcia Senior High School. The letter outlined the study’s objectives, target respondents, and overall purpose. Upon receiving approval, the researcher informed class advisers about the study and its implementation in their respective sections.

Distribution and Retrieval of Survey Questionnaire. After obtaining approval, the researcher distributed the survey questionnaires and thoroughly explained the significance of the participants’ involvement. To ensure complete and accurate responses, the researcher monitored the respondents as they answered the questionnaire. Students indicated their self-efficacy levels and perceptions of teacher competence by marking the appropriate responses for each item.

Collation and statistical treatment of the Study. Once all responses were collected, the researcher encoded and analyzed the data. The results were statistically organized and interpreted based on the study’s domains.

Data Analysis

Several statistical tools were employed to analyze the respondents’ responses, including the mean and the Pearson product-moment correlation coefficient. These tools provided comprehensive insights into the data and identified relationships among the study variables.

Mean.  The mean was used to determine the average of all values in the dataset. Specifically, it assessed the levels of teachers’ competence and students’ self-efficacy. By calculating the mean, the researcher gained insights into the behaviors and performance of senior high school students.

Pearson’s Correlation. This statistical measure was used to examine the relationship between the two variables. It helped determine the degree to which changes in one variable corresponded to changes in another.

RESULT AND DISCUSSION

This chapter presents the findings and discussion based on the data gathered. The presentation follows the sequence of the problem statement outlined in the first chapter.

Level of Learning Environment

Table 1 presents the level of technological resources in relation to the physical, pedagogical, and psychosocial dimensions of the learning environment.

Table 1. Level of Learning Environment among Senior High School Students

The table reveals that the overall mean value of the learning environment is 3.95, categorized as high. This indicates that students frequently demonstrate positive learning behaviors. The findings suggest that senior high school learners experience a learning environment that is crucial for success in the Humanities and Social Sciences (HUMSS) field. The mean results indicate that these learners possess skills related to social interactions, classroom climate, and emotional regulation, all of which contribute to their academic experience. Thus, the learning environment significantly impacts students’ self-efficacy, serving as the foundation for their academic success.

This is supported by Vidić (2021), who found that positive classroom environments have statistically significant effects on self-efficacy and engagement. However, while negative classroom climates may still influence engagement positively, they do not contribute to self-efficacy. Furthermore, studies by Wang et al. (2022) demonstrated that classroom climate mediates the relationship between teacher leadership and student self-efficacy, highlighting its role in academic motivation.

Among the four domains, the pedagogical dimensions recorded the highest mean value of 4.05, also categorized as high. This suggests that pedagogical strategies are consistently implemented in senior high school classrooms. Specifically, HUMSS learners frequently engage in reflective practices that support student learning. The results imply that the educational context fosters personalized and cooperative learning, significantly contributing to students’ academic success and overall development.

This is supported by Caprara et al. (2011), who argued that effective educational practices, such as goal-setting and supportive classroom environments, enhance self-efficacy by fostering mastery experiences and providing constructive feedback. Additionally, collaborative goal-setting promotes a sense of community and accountability among students, further strengthening their self-efficacy (Nordengren, 2019).

The psychosocial dimensions domain follows closely with a mean value of 3.94, also categorized as high, indicating that psychosocial factors are frequently demonstrated. This is evident in students’ strong relationships with their peers, which contribute to their academic success. Educational policies should consider students’ experiences with academic challenges and goals to provide better support mechanisms.

This is supported by Zhang et al. (2022), who suggested that social support from peers and family is crucial in fostering self-efficacy, as it provides encouragement and resources necessary for overcoming obstacles. These psychosocial factors collectively shape students’ beliefs in their capabilities, ultimately influencing their academic success (Kolo et al., 2020). Additionally, social-emotional learning programs enhance self-efficacy by improving emotional regulation and interpersonal skills, leading to better academic outcomes and reduced anxiety (Durlak et al., 2011).

However, the physical dimensions domain recorded the lowest mean value among the four indicators, at 3.90, though still categorized as high. This suggests that while senior high school learners generally demonstrate strong physical engagement in the learning environment, their actual experiences may not fully align with their needs. The results indicate that learners may benefit from a more active and comfortable classroom setting. While physical conditions are adequate, improvements in classroom design and active learning spaces could further enhance students’ concentration and motivation.

The significance of classroom design is highlighted in a study by Odum et al. (2021), which found that well-structured physical environments facilitate greater interaction among students and between students and instructors, leading to improved learning outcomes. Additionally, a flexible classroom layout encourages movement, promotes discussions, and strengthens student engagement, fostering a sense of community (Rands & Gansemer, 2017).

Level of Student’s Self-Efficacy

Presented in Table 2 is the level of student’s self-efficacy in terms of mastery experience, vicarious experience, verbal experience and physiological feedback.

Table 2. Level of Students’ Self-Efficacy among Senior High School Students

The tables reveal that the overall mean value of students’ self-efficacy is 4.17, which is categorized as high. This suggests that students frequently demonstrate self-efficacy. The findings indicate that senior high school students possess strong self-efficacy, a crucial factor for success in the Humanities and Social Sciences (HUMSS) strand. The mean score reflects that these learners set challenging goals and believe in their ability to succeed in academic tasks. Therefore, self-efficacy plays a vital role in addressing challenges within the HUMSS field, which often requires mastery experiences, confidence, and high self-efficacy.

This finding aligns with Bandura’s theory, which states that students who experience success in tasks develop stronger self-efficacy beliefs, leading to increased motivation and persistence in future challenges. Conversely, learners with low self-efficacy may exhibit decreased engagement in academic activities (Golmohammadi et al., 2021). Self-efficacy is a domain-specific construct that focuses on students’ judgments of their capabilities in relation to their goals and standards (Marsh et al., 2018).

Moreover, the results indicate that the “verbal persuasion” domain has the highest mean among the four domains, with a score of 4.25, categorized as very high. This suggests that verbal persuasion is frequently demonstrated among senior high school students, particularly when they receive confidence-boosting encouragement and positive feedback for academic tasks. The findings imply that verbal persuasion significantly contributes to students’ academic success and overall development.

This is supported by the study of Nob et al. (2021), which emphasizes that positive feedback in a supportive environment can enhance students’ self-efficacy, leading to greater engagement in learning tasks. Furthermore, related studies have found that verbal encouragement significantly improves physical performance during sprint tests, highlighting the role of motivational support in enhancing effort levels (Sahli et al., 2024).

Following verbal persuasion, the “physiological feedback” domain also scored very high, with a mean value of 4.22. This indicates that students frequently rely on physiological feedback, such as overcoming challenges and persisting in new academic pursuits. The results suggest that this trait is already demonstrated among students and significantly contributes to their academic success and development (Sahli et al., 2024).

Studies by Dey et al. (2018) support this finding, demonstrating that physiological feedback strategies can improve student engagement and metacognition. These strategies provide real-time insights into learners’ internal states, such as workload and emotional engagement, which are strong predictors of learning success. Additionally, this awareness fosters improved self-regulation and confidence in academic abilities.

The “vicarious experience” domain has a mean value of 4.18, categorized as high. This suggests that students frequently observe and learn from others’ experiences, which influences their self-efficacy. The mean score indicates that witnessing peers or academics successfully complete tasks positively impacts students’ confidence and belief in their abilities. This is particularly relevant in the HUMSS strand, where role models and observational learning play a significant role in academic success.

This finding aligns with Bandura (2016), who states that when students observe peers or role models successfully completing tasks, their confidence and belief in their own abilities increase. This type of learning has been shown to boost self-efficacy and academic persistence by providing students with a clearer understanding of the effort required to achieve their goals (Zimmerman & Schunk, 2017).

However, the “mastery experience” domain had the lowest mean value among the four domains, at 4.03, though still categorized as high. This suggests that while senior high school students generally exhibit high self-efficacy, their confidence in their ability to master academic tasks may be lower than their actual capabilities. Although their self-efficacy remains relatively strong, they may experience self-doubt or require additional confidence in achieving mastery outcomes.

To address this, educators could incorporate confidence-building exercises, such as providing consistent positive feedback and guided skill development. Schunk (2016) highlighted that mastery experiences are one of the most powerful sources of self-efficacy because they allow students to see the direct relationship between their efforts and success. When students perceive their success as a result of their own hard work and strategies, they are more likely to take on new challenges with confidence (Ulrike, 2016). By applying Bandura’s theory on mastery experiences, educators can create supportive learning environments that enhance students’ self-efficacy, fostering a cycle of achievement and motivation.

Significance of the Relationship between Learning Environment, and Student’s Self- Efficacy

Table 3 presents the relationship between learning environment, student’s self-efficacy, and academic strands.

Table 3. Significance on the Relationship between Learning Environment and Students’ Self-Efficacy among Senior High School Students

Table 3 reveals a significant relationship between the learning environment and students’ self-efficacy. The analysis yielded a p-value of 0.000 at a 0.05 level of significance, leading to the rejection of the null hypothesis. Therefore, a significant relationship exists between the learning environment and students’ self-efficacy.

The R-value of 0.398 indicates a moderate positive correlation. Additionally, the analysis reveals that 15.8% of the variance in students’ self-efficacy (r² = 0.158) can be attributed to their learning environment, while the remaining 84.2% is influenced by other factors.

These findings suggest that students who experience a high-quality learning environment are more likely to exhibit high self-efficacy. The observed relationship between the learning environment and students’ self-efficacy underscores the importance of fostering positive educational settings, particularly in the Humanities and Social Sciences, where social interactions and confidence-building play a critical role in students’ academic growth.

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions drawn from the study’s findings and provides recommendations for improving the learning environment and enhancing students’ self-efficacy among senior high school students.

This study aimed to determine the relationship between the learning environment and students’ self-efficacy among senior high school students in the Humanities and Social Sciences (HUMSS) strand. Specifically, it examined whether the learning environment influences students’ mastery experiences, verbal persuasion, goal setting, and perceptions of a supportive academic environment.

A descriptive-correlational research design was employed to assess this relationship. Survey questionnaires were used to collect data from senior high school students enrolled in the HUMSS strand. The data were analyzed using mean scores and Pearson’s r correlation to determine the strength and significance of the relationship between the two variables.

The results indicate a significant relationship between the learning environment and students’ self-efficacy among senior high school students at Carlos P. Garcia. Furthermore, the findings suggest that this relationship is strong, indicating that when students experience a positive and supportive learning environment, their self-efficacy tends to be high.

Conclusion

Based on the findings of this study, it can be concluded that self-efficacy significantly impacts students’ academic performance and motivation. Students with higher self-efficacy are more likely to engage in learning, persist through challenges, and achieve better academic outcomes. Additionally, the study highlights that the satisfaction of students’ basic psychological needs and teachers’ supportive behaviors contribute to the relationship between self-efficacy and academic achievement. A well-supported learning environment fosters students’ confidence, resilience, and motivation. Furthermore, students with strong self-efficacy demonstrate higher perseverance, motivation, and confidence in their academic tasks. This suggests that cultivating self-efficacy can enhance students’ overall academic performance and personal development. By improving the learning environment and implementing strategies that boost self-efficacy, educators can help students develop the confidence and persistence needed to succeed in the Humanities and Social Sciences.

Recommendations

Based on these conclusions, several recommendations are proposed to enhance students’ self-efficacy and learning experiences. Schools should integrate hands-on learning, observational learning, and constructive feedback into instructional strategies to strengthen students’ self-efficacy. Teachers should provide moderately challenging tasks that allow students to experience small, achievable successes, thereby boosting their confidence and motivation. Additionally, educators should create a cooperative and non-competitive classroom environment that encourages collaboration and reduces self-doubt among students. To further develop self-efficacy, schools should implement self-efficacy development programs, including workshops, mentorship programs, and counseling sessions, to help students build confidence in their academic abilities. Teachers should use verbal persuasion and vicarious learning experiences to reinforce students’ belief in their ability to succeed, as observing peers overcoming challenges can serve as a powerful motivator. Moreover, students should be guided in setting realistic, short-term academic goals, allowing them to achieve success incrementally and develop a growth mindset.

For future research, it is recommended that a mixed-method approach be employed, incorporating both quantitative and qualitative data to provide deeper insights into the relationship between the learning environment and self-efficacy. A longitudinal study should also be conducted to assess how changes in instructional strategies and learning environments impact students’ self-efficacy over time. Furthermore, additional factors influencing self-efficacy, such as peer influence, teacher support, and socio-emotional factors, should be explored to develop more targeted interventions. By implementing these recommendations, schools can foster a more supportive and engaging learning environment, ultimately enhancing students’ self-efficacy and academic success.

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