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

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.

A range of psychological and social factors, including motivation, self-confidence, and learning behavior,

influences students' academic success. Among these, relationships with peers and teachers play a pivotal role

in fostering a sense of belonging, engagement, and academic self-efficacy (Scales et al., 2020). Academic self-

efficacy—the belief in one's ability to succeed in academic tasks—has been widely recognized as a key

determinant of learning outcomes and persistence (Bandura, 1997). Recent studies have consistently

achievement (Allen et al., 2021). Additionally, studies suggest that teachers are more influential than peers in

motivating students academically, though students' reactions vary by gender—girls are more affected by

negative teacher relationships, while boys are more sensitive to peer influences (Wu et al., 2022). Teachers

who provide emotional support and encouragement help create a school climate that fosters motivation and

academic growth (Scales et al., 2020).

In the context of the Philippines, academic performance concerns, particularly in subjects like reading,

mathematics, and science, underscore the need for further investigation into how school relationships impact

student learning. The Philippines ranked among the lowest in these areas in both the 2018 and 2022 PISA

assessments (OECD, 2019; 2023), highlighting the need to strengthen peer and teacher support systems.

Research suggests that while positive peer relationships foster collaboration and persistence, negative peer

constraints, and large class sizes are uniquely pressing in the Philippine setting, whereas global literature often

emphasizes technological integration, cultural diversity, and policy-driven reforms.

Moreover, academic self-efficacy plays a crucial role in students’ engagement with challenging subjects such

as mathematics and science. Meng and Zhang (2023) demonstrate that self-efficacy not only improves

academic engagement but directly enhances academic performance. However, many Filipino students struggle

with self-doubt, which impedes their persistence and effort in school (İnce, 2023). Research suggests that

personal strengths, such as hope and gratitude, positively influence academic confidence (Datu & Mateo,

2020). While the link between self-efficacy and academic outcomes is well-established globally, its role in

mediating the relationship between socio-motivational factors and academic achievement remains

underexplored in the Philippine context. Understanding this connection can provide valuable insights into how

While numerous studies have explored the role of motivation in academic success, there is limited research in

the Philippines on how students' socio-motivational relationships in school, their academic self-efficacy, and

academic achievement are interconnected. This study seeks to address this gap by developing and validating a

their capabilities (self-efficacy) are shaped by social interactions and environmental influences. In the context

of education, school socio-motivational relationships include peer support and teacher encouragement.

Research suggests that students who receive positive reinforcement from peers and teachers tend to develop

stronger confidence in their academic abilities, leading to higher academic engagement and performance.

Furthermore, Self-Determination Theory (Deci & Ryan, 2000) highlights the importance of social interactions

in fostering intrinsic motivation, which influences academic achievement. Several studies have found that

students with higher academic self-efficacy exhibit greater perseverance, effort, and achievement in school

(Schunk & DiBenedetto, 2021).

This study hypothesizes that students’ socio-motivational relationships in school have a direct influence on

1.1 Peers as positive motivators;

1.2 Peers as Negative Motivators;

1.3 Individual Learning Behavior;

1.4 Teachers as positive motivators; and

1.5 Teachers as positive motivators?

2. What is the respondents’ level of academic self-efficacy in terms of:

2.1 Perceived control;

2.2 Competence;

2.3 Persistence; and

2.4 Self-regulated Learning?

3. What is the respondents’ level of academic achievement?

achievement.

efficacy.

motivational relationships and academic achievement.

total population sampling is a purposive sampling technique that involves examining an entire population that

shares a specific set of characteristics. In this case, a sample of 332 Junior High School students enrolled in the

School Year 2024-2025 at a Junior High School in Claveria West District, Division of Misamis Oriental, was

selected to ensure comprehensive data collection from all eligible students. This approach was chosen to

capture the full range of variations in socio-motivational relationships, academic self-efficacy, and academic

achievement, thereby enhancing the accuracy and representativeness of the findings.

Data were gathered using a manual pen-and-paper survey to ensure accessibility and maximize participation.

Students were provided with printed survey forms and given clear instructions on how to complete them. Prior

to survey administration, parental consent was secured with the assistance of their class advisers, ensuring

ethical research practices and adherence to school policies.

which was based on their cumulative grade point average for the School Year 2024-2025. This section

provides further details and explanations regarding the specific aspects of these scales:

Relationship and Motivation Scales (REMO-P), a validated instrument developed by Raufelder, Hoferichter,

and Francisco (2016) to assess students’ perceptions of peers and teachers as sources of academic motivation.

The REMO-P consists of two main scales: the Peer-REMO-P, which measures peers as positive or negative

motivators and individual learning behavior, and the Teacher-REMO-P, which assesses teachers as positive or

negative motivators. This 4-point Likert Scale has an internal consistency value ranging from .67 to .88; the

scale demonstrated strong reliability, while factorial, construct, and criterion validity confirmed its

effectiveness in measuring socio-motivational influences. Confirmatory factor analysis (CFA) results showed a

Efficacy Scale for Filipino Junior High School Students (ASES-FJHS) developed by Dullas (2018), which is

indicating high internal consistency. Convergent and concurrent validity tests showed strong correlations,

confirming that the ASES is a valid and reliable measure for assessing academic self-efficacy in Filipino junior

high school students.

Table 3. Summary of the Mean Distribution of the Respondents’ Academic Self-Efficacy

The respondents' academic achievement levels were assessed based on their average grades across different

grade levels. Table 4 presents a summary of the mean distribution of academic achievement among Junior

High School students.

The results indicate that students across all grade levels demonstrated a Very Satisfactory level of academic

performance, with mean scores ranging from 85.04 (Grade 7) to 86.70 (Grade 9). The overall mean score was

85.88, which falls within the Very Satisfactory category according to the grading scale used. These findings

suggest that students generally perform well in their academic coursework, achieving competencies that meet

This final model represents a structural equation model (SEM) examining the relationships among socio-

motivational relationships (SMR), academic self-efficacy, and academic achievement, showing a strong