Socio-Motivational Relationships, Academic Self-Efficacy, and Academic Achievement of Junior High School Students: A Structural Equation Modeling Approach

This study examines the intricate relationship between socio-motivational factors, academic self-efficacy, and academic achievement among junior high school students. Grounded in Bandura’s Social-Cognitive Theory and Deci and Ryan’s Self-Determination Theory, the research explores how relationships with peers and teachers influence students’ academic self-beliefs and outcomes. A total population sample of 332 junior high school students from a public school in Claveria West District, Misamis Oriental, participated in the study. Data were collected using validated instruments: The Relationship and Motivation Scales (REMO-P), The Academic Self-Efficacy Scale for Filipino Junior High School Students (ASES-FJHS), and final grade averages. Using Structural Equation Modeling (SEM), the findings revealed that socio-motivational relationships significantly influence academic self-efficacy (β = 0.71, p < .001), while their direct effect on academic achievement was not statistically significant (β = 0.13, p = .065). However, academic self-efficacy strongly predicted academic achievement (β = 0.85, p < .001) and was found to fully mediate the relationship between socio-motivational relationships and academic success, explaining 89.1% of the variance in achievement. The final model demonstrated excellent fit indices (p=.239, CFI = 1.000, RMSEA = 0.000, SRMR = 0.028), confirming the strength of the mediation pathway. These results underscore the key role of academic self-efficacy as a mediator and highlight the importance of fostering positive socio-motivational relationships to enhance students’ academic confidence and performance.

Academic Self-Efficacy, Socio-Motivational Relationships, Academic Achievement

1. Abaszadeh, H., Amani, M., & Pordanjani, T. R. (2024). The relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction. Learning and Motivation, 86, 101983. https://doi.org/10.1016/j.lmot.2024.101983 [Google Scholar] [Crossref]

2. Ahmadi, S. (2020). Academic Self-Esteem, Academic Self-Efficacy and Academic Achievement: A Path analysis. Journal of Forensic Psychology, 5(1), 1–6. https://doi.org/10.35248/2475-319x.19.5.155 [Google Scholar] [Crossref]

3. Allen, K., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A. (2021). School Belonging: The importance of student and teacher relationships. In Springer eBooks (pp. 525–550). https://doi.org/10.1007/978-3-030-64537-3_21 [Google Scholar] [Crossref]

4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

5. Basith, A., Syahputra, A., & Ichwanto, M. A. (2020). Academic Self-Efficacy as predictor of academic achievement. JPI (Jurnal Pendidikan Indonesia), 9(1), 163. https://doi.org/10.23887/jpi-undiksha.v9i1.24403 [Google Scholar] [Crossref]

6. Benlahcene, A., Abdelrahman, R. M., Ahmed, M., & Aboudahr, S. M. F. M. (2024). A pathway to engagement: the mediating role of self-efficacy between interpersonal relationships and academic engagement. Cogent Psychology, 11(1). https://doi.org/10.1080/23311908.2024.2330239 [Google Scholar] [Crossref]

7. Cahapay, M. B. (2021). The Impact of COVID-19 on Philippine Education: A Multi-Level Analysis. Educational Research for Policy and Practice, 20(3), 387-405. [Google Scholar] [Crossref]

8. Cebu, J. (2023). Self-efficacy of Filipino college students as correlates to demographics. United International Journal for Research & Technology, 4(3). https://uijrt.com/articles/v4/i3/UIJRTV4I30006.pdf [Google Scholar] [Crossref]

9. Corpuz, J. T., Peña, G. S., & Baconguis, R. D. T. (2022). Achievement, affiliation, power and academic performance of business management students of a state university in Cavite, Philippines. Cogent Social Sciences, 8(1). https://doi.org/10.1080/23311886.2022.2060538 [Google Scholar] [Crossref]

10. Cruz, M. C. a. D., Lumanlan, A., Felix, H. G., Dizon, I., Valerio, A., Dayrit, E., Sison, S. J., Gaña, R., & Gatchalian, E. J. (2023). Self-efficacy, motivation and academic performance of students during the flexible learning mode. Brazilian Journal of Science, 2(9), 22–36. https://doi.org/10.14295/bjs.v2i9.357 [Google Scholar] [Crossref]

11. Dadandi, İ. (2023). Academic Self-Efficacy, Study Skills and Academic Achievement: A Serial Mediation model. Research on Education and Psychology, 7(2), 291–306. https://doi.org/10.54535/rep.1342022 [Google Scholar] [Crossref]

12. Daliri, E., Meymand, Z. Z., Soltani, A., & Abaei, N. H. (2021). Examining the model of academic Self-Efficacy based on the Teacher-Student relationship in high school students. Iranian Evolutionary Educational Psychology Journal, 3(3), 247–255. https://doi.org/10.52547/ieepj.3.3.247 [Google Scholar] [Crossref]

13. Datu, J. a. D., & Mateo, N. J. (2020). Character strengths, academic self-efficacy, and well-being outcomes in the Philippines: A longitudinal study. Children and Youth Services Review, 119, 105649. https://doi.org/10.1016/j.childyouth.2020.105649 [Google Scholar] [Crossref]

14. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. [Google Scholar] [Crossref]

15. Department of Education. (2016). DO 8, s. 2015: Policy guidelines on classroom assessment for the K to 12 basic education program. https://www.deped.gov.ph/ [Google Scholar] [Crossref]

16. Dullas A. R. (2018) The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students. Front. Educ. 3:19. doi: 10.3389/feduc.2018.00019 [Google Scholar] [Crossref]

17. Farnam, A., & Anjomshoaa, H. (2020). The Relationship between Metacognition Skills with Academic Motivation and Academic Achievement among High School Students in Kerman, Iran. International Journal of Pediatrics, 8(1), 10759–10766. https://doi.org/10.22038/ijp.2020.45608.3731 [Google Scholar] [Crossref]

18. Garrido, G. (2023). Bandura’s self-efficacy theory of motivation in psychology. SimplyPsychology. https://www.simplypsychology.org/selfefficacy.html [Google Scholar] [Crossref]

19. Goyal, S., & Worrell, F. C. (2022). The Association of Social Emotional Constructs and Academic Motivation with Academic Achievement in Adolescents. Journal of Educational and Developmental Psychology, 12(2), 118. https://doi.org/10.5539/jedp.v12n2p118 [Google Scholar] [Crossref]

20. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall. [Google Scholar] [Crossref]

21. İnce, M. (2023). Examining the Role of Motivation, Attitude, and Self-Efficacy Beliefs in Shaping Secondary School Students’ Academic Achievement. Sustainability, 15(15), 11612. https://doi.org/10.3390/su151511612 [Google Scholar] [Crossref]

22. Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). The Guilford Press. [Google Scholar] [Crossref]

23. Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic self‐efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support. Psychology in the Schools, 59(5), 885–899. https://doi.org/10.1002/pits.22653 [Google Scholar] [Crossref]

24. Madrilejos, K. (2025). Structural equation model of students' interest, motivation, self-efficacy, persistence, and perceived teaching quality in mathematics. Journal of Interdisciplinary Perspectives, 3(3), 260–272. https://doi.org/10.69569/jip.2024.0698 [Google Scholar] [Crossref]

25. Magana, G. (2024). Teacher’s affective support and its influence toward students’ academic effort and academic performance: A structural equation model approach. International Journal of Contemporary Sciences, 2(2), 173–192. https://doi.org/10.55927/ijcs.v2i2.12790 [Google Scholar] [Crossref]

26. Meng, Q., & Zhang, Q. (2023). The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement. Sustainability, 15(7), 5767. https://doi.org/10.3390/su15075767 [Google Scholar] [Crossref]

27. Meng, Q., & Zhang, Q. (2023). The influence of academic self-efficacy on university students’ academic performance: The mediating effect of academic engagement. Sustainability, 15, 5767. https://doi.org/10.3390/su15075767 [Google Scholar] [Crossref]

28. Musa, M. (2020). Academic Self-Efficacy and Academic Performance Among University Undergraduate Students: An Antecedent To Academic Success. European Journal of Education Studies. https://doi.org/10.46827/ejes.v0i0.3005 [Google Scholar] [Crossref]

29. Nerona, R. R. (2020). Parenting, major choice motivation, and academic major satisfaction among Filipino College Students: A Self-Determination Theory Perspective. Journal of Career Assessment, 29(2), 205–220. https://doi.org/10.1177/1069072720941269 [Google Scholar] [Crossref]

30. OECD (2019, 2023). PISA Reports. Organisation for Economic Co-operation and Development. [Google Scholar] [Crossref]

31. Pasana, J.P., Badua, J.I., Manaois, A.R., Retuya, J.R., Bernardo, J.V., & Camara, J.S. (2020). Self-Efficacy among Engineering and Fisheries Technology Students in Region I, Philippines:. [Google Scholar] [Crossref]

32. Pratiwi, L. E., Laily, N., & Sholichah, I. F. (2021). The Relationship Between Self-Efficacy And Academic Achievement. Journal Universitas Muhammadiyah Gresik Engineering Social Science and Health International Conference (UMGESHIC), 1(2), 851. https://doi.org/10.30587/umgeshic.v1i2.3462 [Google Scholar] [Crossref]

33. Rajendran, N. D., & Selvaganapathy, N. D. (2024). A Study on Socio Economic Status in Relation To Their Academic Achievement Among High School Students. EPRA International Journal of Research & Development (IJRD), 185–190. https://doi.org/10.36713/epra16115 [Google Scholar] [Crossref]

34. Raufelder D., Hoferichter, F. & Francisco, M. (2016). Validation of the Philippine Version of the Relationship and Motivation Scales (REMO-P). Philippine Journal of Psychology. 49(1), 43-72. [Google Scholar] [Crossref]

35. Ronquillo-Elvina, F., & Quirap, E. A. (2024). Motivational Factors and Academic Performance among Learners in Tagoloan District, Misamis Oriental. European Modern Studies Journal, 8(1), 175–193. https://doi.org/10.59573/emsj.8(1).2024.16 [Google Scholar] [Crossref]

36. S, S., & Mohanasundaram, T. (2024). Fit Indices in Structural Equation Modeling and Confirmatory Factor Analysis: Reporting Guidelines. Asian Journal of Economics, Business and Accounting, 24(7), 561–577. https://doi.org/10.9734/ajeba/2024/v24i71430 [Google Scholar] [Crossref]

37. Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020). Effects of developmental relationships with teachers on middle‐school students’ motivation and performance. Psychology in the Schools, 57(4), 646–677. https://doi.org/10.1002/pits.22350 [Google Scholar] [Crossref]

38. Schunk, D. H., & DiBenedetto, M. K. (2021). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 64, 101947. https://doi.org/10.1016/j.cedpsych.2020.101947 [Google Scholar] [Crossref]

39. Sekaran, U., & Bougie, R. (2013). Research Methods for Business (6th ed.). John Wiley & Sons. [Google Scholar] [Crossref]

40. Shao, Y., Kang, S., Lu, Q., Zhang, C., & Li, R. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01780-z [Google Scholar] [Crossref]

41. Shao, Y., Kang, S., Lu, Q., Zhang, C., & Li, R. (2024). How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement. BMC Psychology, 12, 278. https://doi.org/10.1186/s40359-024-01780-z [Google Scholar] [Crossref]

42. Shofiah, V., Taruna, R., & Asra, Y. K. (2023). Academic Self-Efficacy as a mediator on the relationship between academic motivation and academic achievement of college students during the online learning period. International Journal of Islamic Educational Psychology, 4(1). https://doi.org/10.18196/ijiep.v4i1.18247 [Google Scholar] [Crossref]

43. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456 [Google Scholar] [Crossref]

44. Villarino, R.T. (2020). Convergence Model of Motivational Attributes And Academic Performance Among College Students. [Google Scholar] [Crossref]

45. Wu, F., Jiang, Y., Liu, D., Konorova, E., & Yang, X. (2022). The role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes. Educational Psychology, 42(4), 439–458. https://doi.org/10.1080/01443410.2022.2042488 [Google Scholar] [Crossref]

46. Xie, K., Vongkulluksn, V. W., Lu, L., & Cheng, S. (2020). A person-centered approach to examining high-school students’ motivation, engagement and academic performance. Contemporary Educational Psychology, 62, 101877. https://doi.org/10.1016/j.cedpsych.2020.101877 [Google Scholar] [Crossref]

47. Yao, J. J. (2021). The significance of self-directed learning readiness, academic self-efficacy, and problem-solving ability among Filipino nursing students. International Journal of Learning Teaching and Educational Research, 20(10), 83–94. https://doi.org/10.26803/ijlter.20.10.5 [Google Scholar] [Crossref]

48. Zhen, R., Liu, R. D., Ding, Y., Hong, W., & Jiang, R. (2017). The role of academic self-efficacy and social support in the relationship between growth mindset and student engagement. Educational Psychology, 37(9), 1086–1098. https://doi.org/10.1080/01443410.2016.1202904 [Google Scholar] [Crossref]

49. Živković, M., Pellizzoni, S., Doz, E., Cuder, A., Mammarella, I., & Passolunghi, M. C. (2023). Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance. Social Psychology of Education, 26(3), 579–601. https://doi.org/10.1007/s11218-023-09760-8 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study