Mediating Effect of Self-Efficacy on the Relationship between Placement Exam Results and Career Aspirations of Science Education Students

Angemae Rose  H. Sebandal,; Joice  B. Pacot,; Kyle Angelica  J. Cole,; Steve  I. Embang,

Mediating Effect of Self-Efficacy on the Relationship between Placement Exam Results and Career Aspirations of Science Education Students

Kyle Angelica J. Cole | Joice B. Pacot | Angemae Rose H. Sebandal | Steve I. Embang

Discipline: Education

Abstract:

This research explores the mediating effect of self-efficacy on the relationship between placement exam results and the career aspirations of BSED Science students. This study investigated how self-efficacy influences the connection between placement exam results and the career aspirations of BSEd Science students. It aimed to understand if and how self-belief in one's abilities mediates the impact of placement exam performance on career goals. Using a quantitative research design, the study involved 50 freshmen BSEd science students at Northwestern Mindanao State College of Science and Technology. A survey questionnaire was administered. Mediation and regression analysis were used to understand the process or mechanism by which one variable influences another variable through an intermediary factor. The results demonstrated no significant relationship between placement exam results and career aspirations for BSED Science students. However, students who aspire to a BSEd Science career do not necessarily mean to get high scores during the placement exam. The findings suggest that self-efficacy provides valuable insights into the relationship between placement exam results and career aspirations. To support student growth, placement exam scores should be seen as opportunities for improvement. Encouraging goal-setting, positive thinking, and visualization can build confidence. Parents should foster a growth mindset and work with schools, while teachers connect lessons to real-life use. Strengthening career counseling and promoting collaboration between educators and policymakers can improve guidance and admissions. Further research on self-efficacy can help tailor support for diverse learners.

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