Peer Mentoring and Self-Efficacy as Predictors of Academic Competence of Grade 10 Filipino Junior High School Students in Selected Schools

Rudy D. Ebajan and Leomar S. Galicia
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Rudy D. Ebajan: University of Perpetual Help System Laguna, Philippines
Leomar S. Galicia: University of Perpetual Help System Laguna, Philippines

Technium Social Sciences Journal, 2026, vol. 83, issue 1, 14-22

Abstract: This study examined peer mentoring and self-efficacy as predictors of academic competence of Grade 10 Filipino junior high school students in selected schools of the City of Santa Rosa, Laguna, Philippines. Using a quantitative approach, survey data were collected to assess peer mentoring (academic support, socio-emotional development, career guidance, and belonging), self-efficacy (magnitude, strength, and generality), and academic competence (academic skills and academic enablers). The reliability results of the pilot testing yielded the following coefficients: 0.725 for the level of peer mentoring, 0.714 for the level of self-efficacy, and 0.762 for the level of academic competence. Statistical analyses revealed high levels of peer mentoring (3.21), self-efficacy (3.17), and a very high academic competence (3.30). Correlation analysis found a strong positive relationship between peer mentoring and self-efficacy (r = .667, p = .000) and between self-efficacy and academic competence (r = .612, p = .001), with a strong relationship between peer mentoring and academic competence (r = .616, p = .001). The regression analysis results indicate that peer mentoring has a significant and positive predictive effect on academic competence (β = .377, p =

Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:tec:journl:ojs:13602

DOI: 10.47577/tssj.v83i1.13602

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