Goal Setting and Self-Efficacy as Predicting Variables to Achievement Motivation of Senior High School Students

Jasren Y. Nermal, Porras Kc A., Sintaan Julienky Maree F., Corpuz Mykaela Nicole D., Nobleza Ma., Jumeras Analyn P. Hannah Faith , Alferez Mark Loyd N., Darang Tjay L., Tagaytay Jairo, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
Jasren Y. Nermal: Department of Education, Senior High School Students, Philippines
Porras Kc A.: Department of Education, Senior High School Students, Philippines
Sintaan Julienky Maree F.: Department of Education, Senior High School Students, Philippines
Corpuz Mykaela Nicole D.: Department of Education, Senior High School Students, Philippines
Nobleza Ma.: Department of Education, Senior High School Students, Philippines
Jumeras Analyn P. Hannah Faith : Department of Education, Senior High School Students, Philippines
Alferez Mark Loyd N.: Department of Education, Senior High School Students, Philippines
Darang Tjay L.: Department of Education, Senior High School Students, Philippines
Tagaytay Jairo: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 1582-1595

Abstract: This study explored the influence of goal setting and self-efficacy on the achievement motivation of senior high school students at Lorenzo S. Sarmiento Sr. National High School. Specifically, it aimed to assess the levels of goal setting, self-efficacy, and achievement motivation, examine the significant relationship among these variables, and determine which domains of goal setting and self-efficacy significantly influence achievement motivation. Using a quantitative-correlational research design, the study surveyed 269 senior high school students, with data analyzed through the average weighted mean, Spearman’s rho, and multiple regression analysis. Results indicated that goal setting was at a high level, self-efficacy was at a high level, and the level of achievement motivation was also high. Both variables had a significant positive relationship with achievement motivation. Additionally, all goal setting and self-efficacy domains were key contributors to enhancing achievement motivation. These findings highlighted the crucial role of goal setting and self-efficacy in fostering achievement motivation, emphasizing their importance in shaping students’ aspirations and overall performance.

Date: 2025
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