Academic Self-Efficacy, Resilience, and Life Goals of Poor but Deserving Education Students

Abstract

Entering in the college life atmosphere poses a lot of astounding challenges to students. They face various issues and they must learn how to cope and deal with them correctly. Some can easily adjust and succeed, while others struggle and hardly manage the situations. This mixed-method research study sought to determine the academic self-efficacy, resilience, and life goals of poor but deserving education students. The participants were the sixty-seven (67) poor but deserving education students. They were purposely selected based on the criteria of House Bill 2358. Data were gathered using a standardized questionnaire and focus group discussion. The findings showed that the level of academic self-efficacy and academic resilience was high while the level of life goals was very high. The academic self-efficacy based on the perceived competence, social activities, and academic tasks were high. There were no significant differences in the life goals of poor but deserving education students based on their perceived competence, social activities, and academic tasks. There were also no significant differences in the life goals of poor but deserving education students based on their perseverance, reflecting and adaptive help-seeking resilience, and negative affect and emotional response. There were positive, strong, and significant relationships among academic self-efficacy, resilience, and life goals of poor but deserving education students. This concluded that the students who have higher academic self-efficacy and resilience are more likely to attain life goals.