Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 7 (2025)

Examining Self-Efficacy Sources, mATSI-Based Attitudes, and Performance: A Student-Centric Approach to Specialized Science Curriculum Redesign

Agnes Madamba | Judy Ann Sonday | Zayda Asuncion | Jimmy Valdez | Weyalein Balonquita

Discipline: others in psychology

 

Abstract:

This study aimed to investigate the relationships among self-efficacy, attitudes towards specialized science (measured by the Modified Attitudes Toward Science Inventory [mATSI]), and academic performance among junior high school students. A descriptive-correlational design was employed to assess students' science self-efficacy, attitudes, and academic performance, and to examine the factors influencing these variables. Data were collected using validated survey instruments for self-efficacy and attitudes, along with students' final grades in science, and analyzed using descriptive statistics, correlation analysis, and regression analysis. Findings indicated moderate self-efficacy and favorable attitudes. Regression analysis revealed that social persuasion and emotional states strongly influenced selfefficacy, while "desire to do science" was the key predictor of attitudes. Academic performance was proficient to highly proficient based on Department of Education standards. A strong positive correlation existed between selfefficacy and attitude, but not with performance. The study recommends curriculum redesign focus on enhancing mastery and vicarious experiences, strengthening social persuasion, addressing emotional states, connecting science to real-world applications, and fostering student autonomy. Interventions should prioritize grades 8 and 9 to foster a positive learning environment, improve self-efficacy, and enhance student engagement in specialized science.



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