Self Concept Self Esteem Self Efficacyand Academic Performance

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Self -Concept, Self -Esteem, Self -Efﬁcacy, and Academic Performance of the
Senior High School Students
Article · October 2020

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INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY ISSN: 2456-6683 Volume - 4, Issue - 10, Oct – 2020
Monthly, Peer-Reviewed, Refereed, Indexed Journal Scientific Journal Impact Factor: 5.743
Received on : 04/10/2020 Accepted on : 18/10/2020 Publication Date: 31/10/2020
Self – Concept, Self – Esteem, Self – Efficacy and Academic

Performance of the Senior High School Students
Jhoselle Tus
Faculty Member, St. Paul College of Bocaue, Bulacan, Philippines
jhosellepsych@yahoo.com
Abstract: Self–related perceptions have turned into an essential subject in education, given its impacts on
students' behavior and academic performance. These self-related psychological perceptions include self –
concept, self – esteem, and self – efficacy. Education in the Philippines represents the ever-changing facets of
life. Augmenting the current educational system through the implementation of the K to 12 curriculums. Thus,
this study's primary purpose was to determine the students' self-concept, self-esteem and self-efficacy, and
academic performance. The respondents of the study were senior high school students. The descriptive-
correlation research method was utilized to describe the respondents' profile in terms of self-concept, self-
esteem, self-efficacy, and academic performance. The null hypothesis at .05 alpha level of significance was
tested to determine the impact of self-concept, self-esteem, and self-efficacy on the students' academic
performance. The computed multiple regression analysis results revealed that self-concept, self-esteem, and self-
efficacy do not significantly affect senior high school students' academic performance. Moreover, it is suggested
that the school personnel and parents monitor and provide the needed support and guidance to their children
while searching for their identities. Also, devise additional programs for their students' proper guidance and
make progress on the learning activities and teaching-learning plan to maximize their learning experience and
boost the students' performance in class.
Key Words: Self-concept, Self-esteem, Self-efficacy, Academic Performance.
1. INTRODUCTION:
Self–related perceptions have turned into an essential subject in education, given its impacts on students'
behavior and academic performance. These self-related psychological perceptions include self – concept, self –
esteem, and self – efficacy. Education in the Philippines represents the ever-changing facets of life. Augmenting the
current educational system through the implementation of the K to 12 curriculums. An additional year for primary
education has been implemented, facing the reality that students' workload and financial problems caused most stress
(Essel & Owusu, 2017).
Learned beliefs, attitudes, and impressions of an individual towards oneself best illustrate the idea of self-
concept. According to the study of Emmanuel (2014), he looked into the correlation among the motivation, self-
concept, and academic performance of the basic education students. Results showed that self-concept and academic
performance were significantly correlated.
Furthermore, in the study entitled "Self-Concept, Study Habit and Academic Performance of Students" by
Chamundeswari (2014), the results showed a significant correlation among the students' self-concept, study habits,
and academic performance. Self – esteem is the totality of a person's evaluation of his worth. Mruk (2010) stated the
various ways of defining self-esteem: 1) as an attitude whether it is positive, negative or behavioral reaction 2) based
on discrepancy—on how the ideal-self differs from the perceived self, 3) a person's response towards himself, 4) a
personality.
In the study between self-esteem and secondary school students' academic performance by Bhagat (2017),
respondents studying in government and private schools show a positive but not significant relationship found
between negative self-males and females with their academic performance. Self – efficacy is the perception to do an
assigned task more effectively. It is a positive attitude toward the self that any tasks given could be accomplished
through a person's capabilities.
In Bandura's Social Cognitive Theory of 1994, it was stated that four processes could be affected by self-
efficacy: cognitive, motivational, affective, and selection processes. Self-efficacy significantly affects the cognitive
processes of a person. The more that a person believes in himself, the more that the goal will be more comfortable for
them to be achieved while those who have low self-efficacy focuses on the negative side, and it is more likely that
they would experience difficulty and failure in achieving their goals. With self-efficacy, a person motivates himself
through the goals they set for themselves and how they overcame the challenges while achieving those goals.
Available online on - WWW.IJRCS.ORG Page 45

INTERNATIONAL JOURNAL OF RESEARCH CULTURE SOCIETY ISSN: 2456-6683 Volume - 4, Issue - 9, Sept – 2020
Balami (2015) studied the relationship between distance learner students' self-efficacy and academic
performance; results showed that learners' self-efficacy has no significant relationship with their academic
performance.
In this study, the researcher aims to contribute to Psychology and Education by finding the impact of self-
concept, self–esteem, and self–efficacy on senior high school students' academic performance.
1.1 Research Questions

This study's primary purpose is to determine the impact of self – concept, self – esteem, self – efficacy on the
academic performance of the senior high school students.
Specifically, this study sought to answer the following questions:
1. What is the profile of the respondents in terms of the following:
1.1 self – concept,
1.2 self – esteem, and
1.3 self – efficacy?
2. What is the level of academic performance of the respondents?
3. Do the respondents' self-concept, self-esteem, and self-efficacy significantly affect their academic performance?
2. REVIEW OF LITERATURE:
2.1 Self-Concept and Academic Performance

Self-concept plays a vital role in influencing one's behavior that makes significance in the field of psychology.
Self-concept is the knowledgeable information a person has from himself interpreted by the environment one belongs
to. In general, it is composed of feelings, ideas, and attitudes that one refers to himself. A person's self-concept is a
case-to-case basis that varies and depends on the situation or phases a present in himself towards another. These
concepts are primarily influenced by different factors like evaluating significant others, reinforcements, and behavior
attributions. It adheres as reference points about himself: a set of characteristics, attributes, qualities and deficiencies,
capacities and limits, values, and relationships, which he sees as information relating to his identity (Nalah, 2014).
It is the collation of attitudes and views towards oneself that affects academic performance, gender identity,
sexual personality, and racial identity. For the most part, self-concept encapsulates the response to "Who am I?" (Left,
Onghena, Colpin, 2010).
Kaur et al. (2009) stated that self-concept has three main elements: self-image or self-identity of an individual,
self-esteem, or the worth a person instills on himself/herself; and behavior component wherein self-concept influences
and forms the behavior of a person. Self-concept is distinguishable from self-esteem, which refers to the degree to
which self-learning is characterized, predictable, and pertinent to one's states of mind and attitudes. Self-idea likewise
varies from confidence: self-concept is a psychological or unmistakable segment of one's self (e.g., "I am a quick
sprinter"), while self-esteem is opinionated and evaluative (e.g., "I like being a quick sprinter") (Ayduk, Gyurak, &
Luerssen, 2009).
Dambudzo (2009) emphasized the importance of academic performance and self-concept as essential for
rehabilitating students that may be victims of their undesirable concepts regarding themselves. A study entitled "A
Study of Self-Concept concerning Academic performance among 9th Standard Student" was conducted by Murugan
and Jebaraj (2017). The specific requirements for arranging these spectacles of self-concept in connection to academic
performance as a typical and unsurprising crucial consequence of the student development and advancement as
opposed to among enthusiastic manifestation. The self-concept in connection to academic performance ends up being
essential in the activities of an individual. As the students are the stakes of future generations, their self-concept
pattern concerning academic performance is significant.
Meerah and Mazlan (2017) identified the relationship between self-concept and an athlete's academic
performance. Research findings concluded that there was a weak positive relationship between the variables. This
suggests that the respondents possessed considerably higher self-esteem in their study.
In the study entitled "Self-Concept, Study Habit and Academic Performance of Students" by Chamundeswari
(2014), a significant correlation among the students' self-concept, academic performance, and study habits was shown.
The conclusion of his study suggested that the root of all behavior that is motivated is self-concept. Moreover, Anitha
and Parameswari (2013) stated that family experiences were the basis of self-concept. Sikhwari (2014) studied the
"The Relationship between Motivation, Self-concept, and Academic Performance of Students at a University in
Limpopo Province, South Africa," the results indicated that a significant correlation was evident among motivation,
self-concept, and students' academic performance.
According to Naghebzadeh (2014), there are significant differences among boys and girls not in academic
motivation but academic self-concept. Furthermore, the result of the multiple regression analysis illustrates that

academic performance is strongly predicted by self-concept. The results revealed a significant correlation between
self-concept, students' academic motivation, and academic performance but found no correlation between academic
performance and academic motivation.
In the study of Gabriel et al. (2009) stated that failure or success in life or schoolwork would depend on how
much individuals feel regarding the attributes and qualities they hold for themselves. It is noted that achievement rests
a lot on the student's self-concept of their ability.
The study of Adom et al. (2014) entitled "Achievement Motivation, Academic Self-Concept and Academic
performance among High School Students" presented a significant relationship between academic performance and
self-concept. The study concluded that a positive correlation was present, although there was no significant correlation
between academic motivation and academic performance.
Furthermore, Bacon (2011) studied the correlation between academic performance and academic self-concept
with African American students with geographic mobility experience as the focus. Results depicted that a significant
relationship is present among the academic performance and the respondents' academic self-concept. It also suggested
that enhancing students' motivation in higher learning continued to struggle as several students' eagerness is deemed
unpredictable.
According to Jen and Chien (2008), a positive effect will occur on a student's accomplishment based on a
student's self-concept within the same learning subject but will negatively affect another. The correlation among the
academic self-concept and academic performance of students had three perspectives. It was proposed in the skill
development model that a positive effect occurs regarding the student's self-concept when academic performance is
exerted. The self-enhancement model states that promoting students' self-concept is necessary to improve a student's
academic performance.
Like the abovementioned study, Anitha and Parameswari's study in 2013 entitled "Correlates of Self-concept
among High School Students in Chennai City, Tamilnadu, India" revealed that academic performance is positively
related to self-concept. Results showed that self-concept is an essential perception of any child's growth and affects as
children slowly gain experience, interact with the community, and acquire individuality. Another study conducted by
Ghazvini in 2011 determined the relationship between academic self-concept and academic performance. Findings
illustrated that there is a close correlation between the variables of academic self-concept and academic performance.
In 2014, Oluwatosin & Bamidele investigated the relationship between self-concept and academic
performance of secondary school students in chemistry. Using a descriptive survey research design, the study revealed
a positive correlation between students' self-concept and academic performance in chemistry. Also, between students
attending public and private schools, it was revealed that chemistry students attending private schools have a higher
self-concept level.
Chohan & Khan (2010) examined parental support concerning education on students' academic performance
and self-concept. The study revealed that parental contribution regarding their children's education positively and
consistently affects academic performance and self-concept. In the study of Musa Matovu (2012), it was shown that
gender (male and female) from different faculties shows significant effort on students' academic self-concept.
In general, self-concept is perceived in the following: education, emotional, and extra-curricular activities.
Self-concept comprises the general systematic acquired beliefs, attitudes, and opinions a person believes is right in his
life, thus defining a positive self-concept which can be achieved through the recognition, appreciation, self-
familiarization, and optimistic rational thinking of oneself. In the lens of educational psychology, the student's self-
concept varies from the teaching methods and focus of educators inside the classroom premise. With those above,
positive self-concept can aid students in academic performances through positive outlooks about themselves (Yahaya,
2009).
In the study of Yahaya (2009), self-concept and interpersonal communication skills on the academic
performance aim to identify the students' levels of self-concept: physical, personal, moral and ethical, behavior, social
satisfaction, and identity; and the interpersonal communication skills that aided in the findings that: self-concept
significantly correlates with interpersonal communication skills. However, contrary to the above, self-concept does
not significantly correlate with academic performance. Also, family upbringing, consecutive failure, depression, and
internal self-analysis can influence one's self-concept (Aziz & Jamaludin, 2009).
Academic self-concept is the distinction of oneself in related academic activities such as subjects, educators,
and educational institutions, while non-academic self-concept is the distribution of oneself in non-academic activities,
like physical self and relativity towards family, friends, and society (Tang, 2011).
According to Nalah (2014), findings revealed an existing significant relationship between students' high and
low self-concept and academic performance. Thus, Nalah (2014) recommended that social indicators (parents,
teachers, government, society) should maximize positive and high self-concept as a social self-concept factor that can
improve students' academic performance. In addition to his study, self-concept is categorized as having both positive

and negative aspects related to students' academics. However, self-concept differs respectively with gender (male and
female), which directly relates to their academic performance.
In the study of Adebule (2014), "Self-Concept and Academic Performance in Mathematics among Secondary
School Students in Ekiti-State," it was shown that self-concept did not affect the academic performance of students; in
which the researchers suggested that the environment should have an understanding that the rate of academic
performance of students does not reveal their self-concept. In support of the study, Laryea, Saani, and Brew (2014)
investigated the influence of self-concept on the students' academic performance. Their study shows that self-concept
does not directly affect the students' academic performance.
The study of the relationship between academic, physical, and social self-concepts of students with the
students' academic performance showed that physical self-concept and social self-concept were not related to
academic performance (Zahra, 2010).
Emmanuel et al. (2014) looked into the relationship between achievement motivation, academic self-concept,
and high school students' academic performance. The study's results revealed that most high school students surveyed
had a high achievement motivation and self-concept and performed well on the Mathematics Achievement Test. It was
found out that there was a positive correlation between achievement motivation and academic performance; their
correlation was not significant.
Chetri (2014) presented a study of adolescents' self-concept and achievement motivation to their academic
performance. The study revealed a non-significant difference among the students' self-concept regarding gender,
locale, and management variation. The same result was revealed for the achievement motivation concerning gender
and locale variation. On the other hand, it is revealed that there is a significant difference between the students'
academic performance regarding locale and management variation. Overall, the two variables of self-concept,
achievement motivation, and academic performance were significant. Yengimolki et al. (2015) examined the
correlation of self-concept and social adjustment with the students' academic performance. This reveals that while
there is a significant difference between genders and adjustments, there is no significant difference between the
respondents' self-concept.
2.2 Self – Esteem and Academic Performance

Acquiring knowledge can be influenced by many aspects of the learner's psychological characteristics, such as
self-esteem. According to the Self-esteem Theory of Rosenberg (1965), self-esteem is commonly regarded as the
belief of the self, which may be positive or negative. Uplifting mentality towards the self's idea is referred to as high
self-esteem (HSE), while a negative attitude is a low self-esteem (LSE).
Research on the students' self-esteem and its effects on their academic performance and correlate self-esteem,
and the academic outcome of undergraduate students has been conducted at the University of Swat. A total sample of
600 respondents was selected randomly from various departments at the University of Swat. The researchers utilized
the Rosenberg Self-esteem Scale (RSES), and the students were also asked about their academic performance from
their previous semesters. Results manifested a significant positive correlation between students' GPAs and their scores
on the self-esteem scale. It was concluded from the results that students with higher self-esteem level had a higher
academic outcome. (Correlating, 2018)
According to Ahmad et al. (2013), in their study "Relationship between Self-Esteem and Academic
performances of Students from the Government Secondary Schools," an essential academic construct in the course of
education is self-esteem. Also, it is acknowledged as one of the main factors in the students' learning results. The
results demonstrate that whenever there is present positive self-esteem within students, they have a high level of
academic performance. Therefore, it is indirectly stated that there is a significantly high correlation between academic
performances and self-esteem within students.
In the study of Al-Hebaish in 2012 entitled "The Relationship between General Self-Confidence and
Academic performance in the Oral Presentation Program," its results showed that academic performance and general
self- confidence have a significant and positive relationship with each other. Colquhoun & Bourne (2012) had
conducted a study regarding self-esteem in the students' academic performance. The results showed that there is a
positive correlation between self-esteem and academic performance. Boys also had lower self-esteem than girls.
Akinleke (2012) studies how student's anxiety and self-esteem can affect academic performance. The study
respondents were given two sets of questionnaires, and their Grade Point Averages (GPA) from last year were also
collected. Compared with each other, the results showed that low anxiety students had higher GPAs than those high in
anxiety. Also, there is a positive relationship between self-esteem and academic performance.
Duru and Balkis (2017) study entitled "Procrastination, Self-Esteem, Academic Performance, and Well-Being:
A Moderated Mediation Model." The present study examines the integrated effects of procrastination, self-esteem, and
academic performance on well-being in a sample of Turkish college understudies. Results affirm earlier confirmation
recommending that procrastination and self-esteem were imperative indicators of well-being. Results likewise showed

that both procrastination and academic performance have direct and interactive effects on self-esteem have immediate
and intelligent consequences for Self-esteem.
Self-esteem interceded the connections between hesitation and prosperity. Besides, the roundabout impact of
stalling on prosperity using intercession of confidence may fluctuate contingent upon scholarly execution. Discoveries
were talked about regarding related writing, and further proposals have been made for future investigations.
Furthermore, Duru and Balkis (2017) study incorporated the impacts of procrastination; academic performance and
self-esteem on well-being have been researched. The accompanying conclusions can be drawn from the present
examination: (a) procrastination harms self-esteem by interrupting academic performance; (b) confidence interceded
the relationship between tarrying and well-being, and (c) the aberrant impact of dawdling on prosperity by the
intercession of self-esteem is more grounded on account of poor academic performance. This exploration added to the
writing by proposing that dawdling does not have a defensive part for self-esteem. Moreover, it unfavorably
influences students'' self-esteem with their academic performance. The present investigation additionally exhibited
how and when the stalling influences well-being of the students.
In support of the previous studies, Bullare et al. (2017) studied self-esteem, extraversion personality, and
academic performance among children from intact families and orphans. Determining the differences of self-esteem,
extraversion personality, and academic performance among the children from whole families and children who are
orphans, and determining the correlation between self-esteem and extraversion personality with academic performance
among children from intact families children who are orphans are the priority of the study. The findings concluded
that there was no significant correlation between self-esteem and extraversion personality with academic performance.
Moreover, there was an expanding population of orphans. As indicated by Onuoha, Munakata, Serumaga-
Zake, Nyonyintono, and Bogere (2009), orphans mean individuals under eighteen who lost one of their parents or the
two guardians. Numerous components can cause parental misfortune, including parental demise, separation or
partition, and birth before marriage.
Orphans regularly have a more significant duty at home, as they have to help in housework and deal with their
kin's welfare. Thus, they tend to have higher self-sufficiency, self-esteem, and desire when contrasted with youngsters
from the in-place family. In any case, they expressed that parental hardship can drastically bring down a kid's level of
self-esteem.
Naderi, Abdullah, Aizan, Sharir, and Kumar (2009) likewise contended that self-esteem connects with job
success, academic performance, relational similarity, and general bliss. The School of Engineering of Universidad
Tecnológica del Perú in the third term of 2016, studied whether self-esteem and study habits correlate with academic
performance. Their study was descriptive observational, multivariate, or cross-sectional factorial. The study
population comprises of 196 students and the sample size of 86 students. Luis Vicuña Peri's Study Habits Inventory
and Coopersmith Self- Esteem Inventory and the average grades obtained by respondents were used for research
variable measurement. Findings show that self-esteem does not significantly affect academic performance, but study
habits do affect academic performance. (Chilca, 2017)
According to Ogot (2017), his research established that students' academic performance depends on their self-
esteem and current relationships. Their study observed the extreme connection between academic performance and
self-esteem. Students' high self-esteem leads to high grades. Research on students' life satisfaction and its effect on
their academic performance was conducted to examine the literature on the connection between students' emotional
health and their academic performance. Two hundred twenty-three students from a large rural high school in East
Tennessee took a validated survey to assess their level of life satisfaction, and the results were tabulated to their
averages to determine the significance level. There was a positive but weak correlation was found between the
variables (Cagle, 2017).
2.3 Self – Efficacy and Academic Performance

The concept of self-efficacy focuses on the individual's judgment on executing the course of action based on
the situation. Criterions of self-efficacy depends on an individuals' ability to execute his coping attitudes, behaviors,
and consistent efforts exerted in the face of hardship.
One of the essential concepts in Psychology is self-efficacy because it plays in actual behavior and often has
been considered in multiple areas and psychological realm disciplines. The progress in self-efficacy and identifying
affecting factors on it will affect students' academic performance. It is considered as the effectiveness and skills to
cope with life's struggles. The strength of self-efficacy is based on one's perception of one's own capability to
accomplish tasks and goals (Ormrod, 2006). Bandura (2004) has defined self-efficacy as one's perceived ability to
surpass specific situations or accomplish a goal.
About the study, Flores (2013) studied the "Self-concept and Self-Efficacy Beliefs as Predictors of Writing
Performance of College Freshman Students," multiple regression was used were the predictors for writing

performance were self-concept and self-efficacy. Self-concept, self-efficacy, and writing performance of first-year
college students were significant with one another. However, self-efficacy are better predictors.
According to Balami's (2015) study, "Relationship between Self-efficacy Belief and Academic performance of
Distance Learners," learners' self-efficacy has no significant relationship with their academic performance.
On the other hand, Awan et al. (2011) stated that lacking motivation as a related concept of self–efficacy was
the root of the weakening of education standards and an obstacle in learning. The motivation was defined as an inner
condition that guides and upholds behavior, and it was inevitable that a strong correlation is present between
motivation and learning.
Furthermore, motivated students with regards to a specific topic are eager to join activities they believe will
help them develop such asking for assistance whenever they do not comprehend a certain aspect of the topic and
paying attention to others' instructions.
Sikhwari (2014) stated that students who lack motivation in learning tend to be indifferent in creating efforts
in learning. There is also a tendency for them to be unorganized with the learning material and maybe unresponsive in
lessons. According to Gesinde (2010), the urge to achieve differs from one person to the other. He also states that
individuals who have role models in their early years that are high achievers tend to gain an excellent desire for
accomplishments compared to those who have low achievers for role models, who tend to foster a desire for
accomplishment barely.
In Qassim University, exploratory research on the impact of the perceived self-efficacy on its students'
academic adjustment. A sample of 150 students enrolled in the institution of the academic year 2016 - 2017. Results
showed that the statistical relationship between the emotional dimension and the academic adjustment dimensions was
not significant. However, a significant relationship was found in fortitude, cognitive dimension, perseverance, and the
general perceived self-efficacy and the academic dimension. (Yadak, 2017)
Furthermore, the students' most apparent aspect in classes is determined by their ability to follow the lesson,
acquire academic experiences, and focus on the information process. Some students find it simple to focus on and gain
the information given. Others cannot do so, and some of them are easily distracted, which hinders their continued
acceptance of the provided educational experience. (Yadak, 2017)
Its impact on the students' behavior and actions are an essential aspect of the learners' personality. It plays an
integral part in leading and determining the student's behavior; he acts based on his thoughts. This means an
interdisciplinary process between the way and how he sees himself; this procedure is referred to as the academic
adjustment. Perceived students' academic self-efficacy proved to have good abilities in; educational adjustment,
struggles, extra efforts, adjustment to the school's extra-curricular activities, agreement with his teachers, less
vulnerability to others disorders, and well-disciplined (Yadak, 2017).
According to Saeid & Eslaminejad (2016), in their research entitled "Relationship between Student's Self-
Directed-Learning Readiness and Academic Self-Efficacy and Achievement Motivation in Students." Self-directed
learning readiness aims are to expand and enhance the learning experience of the students. This is a vital goal of
higher education. Their study utilized descriptive-correlation to 322 bachelor students who were selected from
Payamnoor University of Rafsanjan (2014-2015) through simple random sampling. The use of multiple regression,
simple regression, variance analysis, and T-test was utilized. This research revealed that students' self-directed
learning readiness, academic self-efficacy, and academic motivation have a significant relationship.
Bryant (2017) studied the understanding of 10th-grade students' developmental self-efficacy sources, self-
efficacy source experiences, and academic motivation. A total of 18 student respondents in a 10th-grade public school
at a rural community in a south-eastern state in the United States were interviewed for this research. The research
employed a qualitative method that focused on students' voices better to comprehend self-efficacy sources and their
academic motivation effects. Findings revealed that students depicted their personal belief in self-efficacy based on
the self-efficacy source development that had happened in each student's life, particularly the number of experiences
that students had accomplished.
3. MATERIALS AND METHODS:
The descriptive-correlation method was employed in this study. This design was simply the way to describe
individual variables' characteristics as they occur in the natural setting (Gravetter et al., 2009).
3.1 Participants
This study's Respondents were the Grade 12 senior high school students of St. Paul College of Bocaue who
were enrolled for the school year 2018 – 2019.
The study utilized the universal sampling approach since the Grade 12 Senior High School Students
population was not that huge. The participants of the study were the 190 senior high school students.

3.2 Instruments of the Study

The study utilized three primary instruments that determined self-concept, self-esteem, and self-efficacy. For
measuring self-concept, the Adolescents' Self-concept Short Scale (ASCSS) - A short version of Piers-Harris
Children's Self-Concept Scale (PHCSS) was used. This is a 30-item self-report questionnaire (subtitled "The Way I
Feel About Myself") designed to evaluate self-concept in children between the ages of 7 and 18 years. The points of
each statement are calculated based on the assignment of the number of points, from one (1) to six (6), corresponding
to the statement selected by the participant, from totally disagree (level 1) to agree (level 6). (Community-University
Partnership for the Study of Children, Youth, and Families, 2011)
The second device was the Coopersmith Self-Esteem Inventory (SEI). Stanley Coopersmith authored the
inventory. The inventory consists of 58 statements answerable by "like me" or "unlike me." The total self-score was
computed by summing up the four subscale scores (general self-subscale, social peer-self subscale, home-parents
subscale, and school-academic subscale); each item was rated as "1 = "like me" and "2 = "unlike me." Eight of the
total items are lying scale items to determine whether the participant is trying too hard to present themselves in a
positive light, these items are scored separately and are not part of the final score. It has a test-retest reliability of
approximately .80.
For determining the respondents' self-efficacy, the General Self-Efficacy Scale (GSE) of Schwarzer and
Jerusalem was used. The scale is a self-report measure of self-efficacy. It consists of 10 items with the internal
reliability of Cronbach's alphas between .76 and .90. It is scored on a scale of 1 to 4, and the total score is calculated
by finding the sum of all items.
3.3 Procedures
In achieving the vital results of this study in examining the impacts of self-concept, self-esteem, and self-
efficacy on the academic performance of the Senior High School Students, the following steps were observed in
conducting this research: The researcher submitted a permission letter to the Office of the School Directress to
conduct the study and obtain the respondents' general average. The rapport was set up primarily to the respondents
before the assessment to establish respondents' interest in the activity to get a desirable and reliable result. The
respondents were far from noise and other disturbances. Moreover, the researcher distributed the research instruments
to the respondents. The respondents were given enough time to accomplish the questionnaires. After the students
finished answering the questionnaires, the results were immediately tallied and tabulated. To measure the students'
Academic Performance, the researcher gathered the respondents' general average for the school year 2018 - 2019. The
data gathered were the bases for the presentation, analysis, and interpretation of the findings.
4. ANALYSIS & RESULTS :

This part presents the findings according to the study's research questions. To compare the mean and find out
the significance between variables, multiple linear regression was computed using IBM SPSS 20.0.
4.1 Respondents' profile in terms of Self-Concept, Self-Esteem, and Self-Efficacy

This part is composed of the different tables for specific self-related perceptions profile variables of the study.
It includes three tables, Tables 1 to 3, with the essential information about the respondents' self-concept, self-esteem,
and self-efficacy. These were utilized to describe the self-related perceptions of the respondents.
Numerous studies considered self-concept as an essential factor to further progress the academic performance
of students. Relative to the study, it is observed that self-concept plays a role in influencing one's behavior, which
makes significance in reinforcing the students' potential to achieve their desired academic goals. It adheres as
reference points about the students' set of characteristics, attributes, qualities and deficiencies, capacities and limits,
values, and relationships, which a student sees as information relating to his identity (Nalah, 2014). Table 1 presents
the respondents' self-concept profile based on the Adolescents' Self-concept Short Scale (ASCSS), a short version of
the Piers-Harris Children's Self-Concept Scale (PHCSS).
Data from Table 1 revealed that the respondents obtained high mean scores of 4.58 to 5.17. Specifically, the
respondents believe that they can give a good report in class, consider themselves good-looking, have nice hair, be
happy, healthy, lucky, and cheerful. The respondents also reported mean scores of 4.16 to 4.49, described as average
ratings indicating that they think of themselves as having a pleasant face, being right in schoolwork, and their
classmates think that they have good ideas. However, mean scores of 2.52 to 4.23 also interpreted as below-average
ratings were recorded on self-concept traits such as finding difficulty making friends, sometimes being sad or
unhappy, nervous and afraid, getting into trouble, feeling left-out, doing bad things, being shy, and forgetting what
they learn. These mean computations are indications that respondents have average to high levels of self-concept to
most of the behavior descriptors, particularly involving their physical appearance and cognitive abilities. However, it

should be noted that they sometimes perceive the negative side of themselves in the social skills and personal
characteristics areas.
Table 1 Respondents' profile in terms of Self-Concept

Indicators Mean Interpretation
1. I am too often afraid. 3.01 Below Average
2. I am good-looking. 4.61 High
3. I often get into trouble. 3.70 Average
4. I feel left out of thinks. 3.81 Average
5. I am a happy person. 4.79 High
6. I am good in my schoolwork. 4.24 Average
7. I cry easily. 4.04 Average
8. I have a pleasant face. 4.16 Average
9. I get into a lot of fights. 2.81 Below Average
10. I am among the last to be chosen for games. 2.59 Below Average
11. I am unhappy. 2.53 Below Average
12. My classmates in school think I have good ideas. 4.49 Average
13. I am nervous. 3.07 Below Average
14. I have nice hair. 4.73 High
15. In school I am a dreamer. 4.45 Average
16. My classmates make fun of me. 2.84 Below Average
17. I am cheerful. 5.17 High
18. I can give a good report in front of the class. 4.58 High
19. I get nervous when the teacher calls on me. 3.89 Average
20. My looks bother me. 4.23 Average
21. I do many bad things. 3.01 Below Average
22. It is hard for me to make friends. 2.52 Below Average
23. I am lucky. 4.89 High
24. I am an important member of my class. 4.66 High
25. I am shy. 4.12 Average
26. I am strong. 4.81 High
27. I behave badly at home. 2.84 Below Average
28. In games and sports, I watch instead of playing. 3.76 Average
29. I am often sad. 2.81 Below Average
30. I forget what I learn. 3.63 Average
3.83 Average
Overall, the respondents recorded a computed mean score of 3.83, which is interpreted as average. This
would mean that the respondents have moderate levels of positive self-concept who are aware of the totality of
themselves as individuals. This awareness of the self is essential because, as stated by Nalah (2014), the self-concept
is the individual's reference points about himself, the set of characteristics, attributes, qualities and deficiencies,
capacities and limits, values, and relationships which determines his identity.
Self-esteem is regarded as the individual's belief towards the self's perception, which may be positive or
negative. It is a crucial human thought process that all individuals attempt to secure and improve. This involves the
uplifting of one's cognitive faculty towards the idea of the self is referred to as high self-esteem (HSE), while negative
attitude is referred to as low self-esteem (LSE)(Rosenberg's Theory of Self-Esteem, 1965). Based on the Coopersmith
Self-Esteem Inventory (SEI) by Stanley Coopersmith, table 2 shows the summary of the study's self-esteem.
Based on the data presented in Table 2, it can be gleaned that about 82.63% to 91.05% of the respondents'
self-esteem are likely characterized by being able to take care of him/herself, doing the best work they can, their
parents expect much from them and being able to make up their minds and stick to their decisions. There were 135 or
71.05% who can make their minds without too much trouble and 74.74% or 142 feels that they are fun to be with.
Table 2 Respondents' profile in terms of Self-Esteem

Like Me Unlike Me
Indicators
Frequency Percentage Frequency Percentage
1. I spend a lot of time daydreaming. 58 30.53 132 69.47
2. I am pretty sure of myself. 145 76.32 45 23.68

3. I often wish I were someone else. 67 35.26 123 64.74
4. I am easy to like. 114 60.00 76 40.00
5. My parents and I have a lot of fun together. 125 65.79 65 34.21
6. I find it very hard to talk in front of the
66 34.74 124 65.26
class.
7. I wish I were younger. 89 46.84 101 53.16
8. There are a lot of things about myself I
114 60.00 76 40.00
would change if I could.
9. I can make my mind without too much
135 71.05 55 28.95
trouble.
10. I get upset easily at home. 88 46.32 102 53.68
11. I am proud of my schoolwork. 132 69.47 58 30.53
12. Someone always has to tell me what to do. 82 43.16 108 56.84
13. It takes me a long time to get used to
123 64.74 67 35.26
anything new.
14. I am often sorry for the things I do. 83 43.68 107 56.32
15. I am popular with children my own age. 71 37.37 119 62.63
16. My parents usually consider my feelings. 109 57.37 81 42.63
17. I am doing the best work I can. 167 87.89 23 12.11
18. I give in very easily. 56 29.47 134 70.53
19. I can usually take care of myself. 173 91.05 17 8.95
20. I am pretty happy. 153 80.53 37 19.47
21. I would rather play with children younger
102 53.68 88 46.32
than me.
22. My parents expect too much of me. 162 85.26 28 14.74
23. I like to be called on in class. 63 33.16 127 66.84
24. I understand myself. 146 76.84 44 23.16
25. It is pretty tough to be me. 32 16.84 158 83.16
26. Things are all mixed up in my life. 42 22.11 148 77.89
27. Children usually follow my ideas. 102 53.68 88 46.32
28. No one pays much attention to me at
123 64.74 67 35.26
home.
29. I am not doing as well in school as I
77 40.53 113 59.47
would like to.
30. I can make up my mind and stick to it. 157 82.63 33 17.37
31. I really do not like being a boy (girl). 18 9.47 172 90.53
32. I have low opinion of myself. 37 19.47 153 80.53
33. I do not like to be with other people. 67 35.26 123 64.74
34. There are many times when I would like
88 46.32 102 53.68
to leave home.
35. I am not as nice looking as most people. 42 22.11 148 77.89
36. If I have something to say, I usually say it. 142 74.74 48 25.26
37. Children pick on me very often. 36 18.95 154 81.05
38. My parents understand me. 67 35.26 123 64.74
39. My teacher makes me feel I am not good
42 22.11 148 77.89
enough.
40. I do not care what happens to me. 28 14.74 162 85.26
41. I am a failure. 14 7.37 176 92.63
42. I get upset easily when I am scolded. 76 40.00 114 60.00
43. Most people are better liked than I am. 43 22.63 149 78.42
44. I usually feel as if my parents are pushing
68 35.79 124 65.26
me.
55. I often get discouraged in school. 18 9.47 172 90.53
56. Things usually do not bother me. 32 16.84 158 83.16

57. I cannot be depended on. 41 21.58 149 78.42

58. I like most things about myself. 157 82.63 33 17.37
Also, 153 or 80.53% who feel pretty happy while 146 or 76.84% are likely to understand themselves. About
145 respondents comprising 76.32% are pretty sure of themselves, and 74.74% consider themselves to be much fun to
be with. On the other hand, the majority of the respondents feel that they are unlikely to be a failure (92.63%), often
get discouraged in school (90.53%), do not like being a boy or a girl (90.53%), do not care what happens to them
(85.26%) and have low opinions of themselves (80.53%). The data would mean that there are indications that the
respondents have positive self-esteem, who are happy with who they are, relates well with others, feels optimistic
about the future, and are confident of their abilities.
Self-efficacy is one of the psychology concepts, plays an essential role in actual behavior, and often has been
considered in multiple areas and education disciplines. The progress in self-efficacy and to identify affecting factors
on it affects the academic performance of students. It is considered as competence and the ability to cope with life's
challenges. The extent or strength of self-efficacy is based on one's belief in one's own ability to complete tasks and
reach goals (Ormrod, 2006). Bandura (2004) has defined self-efficacy as one's perceived ability to surpass specific
situations or accomplish a goal. Table 3 presents a summary of the respondents' profile of self-efficacy.
Based on the data presented in Table 3, it can be gleaned that the respondents' self-efficacy beliefs obtained
mean scores ranging from 2.65 – 3.26, interpreted as high self-efficacy. These would mean that the respondents
perceived themselves as being able to manage to solve difficult problems if they try hard moderately enough, find the
means and ways to get what they want when someone opposes them, stick to their aims and accomplish their goals,
confident that they could deal efficiently with unexpected events, resourceful who know how to handle unforeseen
situations, can solve most problems when they invest the necessary effort, remain calm when facing difficulties,
usually find several solutions when faced with problem and when in trouble, they can usually think of a solution and
handle whatever comes their way.
Table 3 Respondents' profile in terms of Self-Efficacy

Indicators Mean Interpretation
1. I can always manage to solve difficult problems if I try hard enough. 3.01 High
2. If someone opposes me, I can find the means and ways to get what I 3.06 High
want.
3. It is easy for me to stick to my aims and accomplish my goals. 3.02 High
4. I am confident that I could deal efficiently with unexpected events. 2.74 High
5. Thanks to my resourcefulness, I know how to handle unforeseen 2.65 High
situations.
6. I can solve most problems if I invest the necessary effort. 3.26 High
7. I can remain calm when facing difficulties because I can rely on my 3.08 High
coping abilities.
8. When I am confronted with a problem, I can usually find several 3.14 High
solutions.
9. If I am in trouble, I can usually think of a solution. 3.24 High
10. I can usually handle whatever comes my way. 3.04 High
3.02 High
4.2 Level of the Academic Performance

This part is composed of the tables for the level of academic performance. Studies considered the student's
academic performance as a vital aspect of understanding how the students' knowledge and performance can further
progress to meet the institution's standards.
Table 4 Academic Performance of the Senior High School Students

Indicators Frequency Percentage
90 – 100 (Outstanding) 29 15.3
85 – 89 (Very Satisfactory) 88 46.3
80 – 84 (Satisfactory) 70 36.8
75 – 79 (Fairly Satisfactory) 3 1.6
Below 75 (Did Not Meet Expectation) 0 0.0
Total 190 100.0

Table 4 presents the academic performance of students. Based on the data presented in Table 4, it can be
inferred that the most significant percentage of the students (46.3%) belonged to the group with very satisfactory
grades, followed by 36.8% of the respondents with satisfactory grades. It is also significant to note that about 15.3%
or 29 out of 190 respondents have outstanding grades. Furthermore, only one among the respondents recorded fairly
satisfactory and did not meet the expectation.
4.3 Impact of Self-concept, Self-esteem, and Self-efficacy on Academic Performance

The subject of interest is to determine whether or not there is an impact on self-concept, self-esteem, and self-
efficacy on the respondents' academic performance. Utilizing the results of the Adolescents' Self-Concept Short Scale
(ASCSS), Coopersmith Self-Esteem Inventory (SEI), General Self-Efficacy Scale (GSE), and the academic
performance of the respondents, the data tabulated and summarized in a contingency table.
In the analysis of data in table 8 would show the probability of the null hypothesis is correct, about the profile
of respondents' self-concept with moderate levels of self-concept, the respondents' having positive self-esteem, a
moderate level of self-efficacy, and the academic performance of the students with a mean score of very satisfactory.
Results of the statistical analysis in table 5 reveal that self-concept (B= .24), self-esteem (B= .015), and self-
efficacy (B= .26) are not significant with associated probability greater than 0.05 alpha level of significance.
Therefore, the null hypothesis is accepted.
In the study conducted by Adebule (2014), he examined self-concept and academic performance in
mathematics among secondary school students. It was shown that self-concept did not affect students' academic
performance, in which the researcher suggested that the environment should understand that the rate of students'
academic performance does not reveal their self-concept.
Table 5 Regression analysis of Respondents' Profile on Academic Performance

Unstandardized Standardized
Variables Coefficients Coefficients
B Std. Error Beta T Sig.
(Constant) 86.77 1.999 43.408 0
Self-Concept 0.241 0.201 0.089 1.198 0.232
Self-Esteem 0.015 0.022 0.05 0.68 0.497
Self-Efficacy 0.264 0.32 0.061 0.826 0.41
R-squared = .012
F-value = .745
p-value = .526
alpha = 0.05
In support of the abovementioned study, Bullare (2017) studied self-esteem, extraversion personality, and
academic performance among intact families and orphans. Results revealed that there was no significant correlation
between self-esteem and extraversion personality with academic performance. Further, a study on the correlation of
self-esteem and study habits on the academic performance of 86 students from the School of Engineering of
Universidad Technologica del Peru; findings suggested that self-esteem does not significantly affect academic
performance, but the study habits do affect academic performance. (Chilca, 2017)
Likewise, Balami (2015) quantified the relationship between self-efficacy and distance learners' academic
performance. His study suggested that learners' self-efficacy has no significant relationship with their academic
performance.
5. DISCUSSION:
The research's principal goal is to evaluate the self-concept, self-esteem, self-efficacy, and academic
achievement of senior high school students. The purpose of this research is to explore the effect of these expectations
on their academic success. Thus, this analysis used the descriptive-correlational analysis approach to define the
respondents' profile in terms of self-concept, self-esteem, self-efficacy, and academic success. The research also
established the magnitude of impacts that occur between and within the variables in this study. Specifically, it
established the substantial influence between the self-concept, self-esteem, and self-efficacy of the respondents on
their academic success.
The respondents had average favorable self-concept ratings that were mindful of the entirety of themselves as
individuals. However, they often viewed the derogatory aspect of themselves in cognitive abilities and personal

characteristics. The respondents had positive self-esteem, were satisfied with who they were, had a strong friendship
with others, were hopeful about the future, and were enthusiastic about their skills.
The respondent's self-efficacy was at a high degree, which described them as being able to overcome tough
challenges if they worked hard moderately enough, found the ways and means to get what they needed when they
were opposed, kept to their objectives, and accomplished their goals, optimistic that they could cope successfully with
unforeseen incidents, resourceful who know how to do it. Thus, the importance of self-concept, self-esteem, and self-
efficacy in academic success was measured using Multiple-Regression. The statistical study's effects suggest that self-
concept, self-esteem, and self-efficacy are not significant.
Furthermore, the psychological consequences of this study were: high school students were still in the process
of searching for their specific identities; their degree of self-esteem and self-efficacy could enable them to achieve
successful academic performance; self-esteem and self-efficacy in their pursuit to achieve their goals in life was an
uplifting mechanism and a key to the process of human thought;
6. CONCLUSION:
Several studies consider self-related perceptions, such as self-concept, self-esteem, and self-efficacy, as
significant determinants of the students' academic performance. Indicators such as leaned beliefs, a person's evaluation
of his worth, and the belief to perform a given task effectively categorize the self-related perceptions.
Self-related perceptions as a general impression towards the self should be enhanced through the school's
environment and learning activities. Despite that, it can be assumed that higher self-concept will not predict excellence
in academic performance; either way, students' academic performance does not reflect on their self-concept. Likewise,
it should be noted that the respondents were still in the process of searching for their unique identities. Further,
students need extensive educational learning experience from the school and their environment to harness their skills
and develop their self-efficacy.
In particular, the researcher has reached an understanding that parents, teachers, and academic institutions
should acknowledge the importance of self-image, self-confidence and self-worth that students of our present
generation need to improve. This would greatly help the senior high school students under the K-12 curriculum with
the additional two (2) years to their primary education; and the stress from their workload (Essel and Owusu, 2017). In
this quest, esteem needs and personal worth would help them do their best to surpass this new curriculum's challenges.
Strengthening these self-related perceptions may drive them to be an achiever and excel in their college life. Further,
this may help them to be responsive and successful in their future chosen career.
Further, the students were still in the process of developing their sense of identities, manifested moderate
levels of self-esteem, and high self-efficacy. These may be attributed to their families' upbringing, the excellent
curriculum, and practices that the institution had brought to them. The level of academic performance showed that the
mean score of the respondents' academic performance was very satisfactory. Moreover, there was no respondent
whose grade did not meet the expectations of the institution. This suggests that the respondents performed well in
class.
Moreover, it is suggested that the school personnel and parents monitor and provide the needed support and
guidance to their children while searching for their identities. Also, devise additional programs for their students'
proper guidance and make progress on the learning activities and teaching-learning plan to maximize their learning
experience and boost the students' performance in class
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Self – Concept, Self – Esteem, Self – Efficacy and Academic

Key Words: Self-concept, Self-esteem, Self-efficacy, Academic Performance.

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1.1 Research Questions

2.1 Self-Concept and Academic Performance

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2.2 Self – Esteem and Academic Performance

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2.3 Self – Efficacy and Academic Performance

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3. MATERIALS AND METHODS:

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3.2 Instruments of the Study

4. ANALYSIS & RESULTS :

4.1 Respondents' profile in terms of Self-Concept, Self-Esteem, and Self-Efficacy

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Table 1 Respondents' profile in terms of Self-Concept

Table 2 Respondents' profile in terms of Self-Esteem

2. I am pretty sure of myself. 145 76.32 45 23.68

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57. I cannot be depended on. 41 21.58 149 78.42

Table 3 Respondents' profile in terms of Self-Efficacy

4.2 Level of the Academic Performance

Table 4 Academic Performance of the Senior High School Students

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4.3 Impact of Self-concept, Self-esteem, and Self-efficacy on Academic Performance

Table 5 Regression analysis of Respondents' Profile on Academic Performance

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