Gerry R. Lombres (Author)
Abstract
Academic self-efficacy, peer relationships, and student engagement are interrelated constructs that play important roles in shaping students’ academic experiences and outcomes in science learning. In view of this concept, this study aimed to determine the significant mediating effect of peer relationship on the relationship between academic self-efficacy and engagement in learning science. This study was quantitative, non-experimental research design utilizing descriptive-correlational, and path analysis techniques. Employing cluster sampling technique, a total of 150 junior high school students from selected private schools in Davao City – third district were selected to participate in this study and answered the adapted survey questionnaire. The study revealed high levels of self-efficacy, peer relationship, and engagement in learning science, with a strong positive correlation between academic self-efficacy and engagement, and moderate positive correlations between academic self-efficacy and peer relationship, as well as the correlation between peer relationship and engagement. Overall, peer relationships do not significantly influence academic self-efficacy and engagement in learning science among junior high school students. The impact of peer interactions on these relationships is small, suggesting that their significance may be less pronounced than in older students. Future researches may be undertaken to examine the potential mediating influence of peer relationships on the association between academic self-efficacy and engagement in subjects beyond science.
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Keywords: Academic self-efficacy, peer relationship, engagement, motivation