ACADEMIC BEHAVIORAL CONFIDENCE OF THE BACHELOR OF SCIENCE IN PSYCHOLOGY STUDENTS IN A HIGHER EDUCATION INSTITUTION IN QUEZON CITY

Abstract

Academic confidence is the belief in one's own abilities and the courage to face challenges. It encompasses one’s feelings, thoughts, and determination to enhance performance in tasks assigned by teachers. According to Moneva et al. (2020), academic confidence is the assurance of successfully completing tasks without hesitation. Performance tasks assigned by teachers include activities, assignments, projects, and quizzes. Many students struggle with self-confidence, and researchers suggest that studying academic and behavioral confidence can help students understand its significance. This awareness empowers teachers to create a more effective and supportive learning environment, fostering personal growth, particularly in academics. The researchers conducted this study to examine the academic behavioral confidence of Bachelor of Science in Psychology students at a higher educational institution in Quezon City, considering sex and year level. The study utilized a descriptive-quantitative research design to collect information. A survey questionnaire with a Likert scale was used as the instrument to gather data. The study participants were 333 psychology students from Bestlink College of the Philippines, Quezon City. The results of the study reveal that the majority of respondents are female, comprising 78.98%, while 21.02% are male. Most respondents are in the first-year level (45.65%), followed by the second-year level (24.02%), third-year level (18.02%), and fourth-year level (12.01%). The composite mean score of 3.61 indicates that students across all year levels are predominantly confident. However, areas for improvement were identified across various academic tasks, particularly those involving public speaking or engaging in academic debates with peers. These tasks received lower mean scores and were categorized under “fairly confident.” Based on the data gathered and tabulated results, the findings indicate that there are no notable distinctions in the level of academic confidence among psychology students when grouped by profile. Overall, the researchers recommend that students be self-directed and that educators and administrators design interventions to bolster student confidence and support their academic success.