Self-Regulation and Self-Perceived Competence of High School Students in Relation to Academic Performance in Mathematics

This study aimed to determine the level of self-regulation and self-perceived competence of high school students in relation to academic performance in mathematics. The subject and respondents of the study were the junior high school students who were officially enrolled at Francisco Infante Memorial High School for the school year 2022-23. The researcher utilized the descriptive method of research. Valid and reliable questionnaires were used as the data gathering instruments which were patterned from The Self-Regulation Formative Questionnaire, which measured a student’s perceived level of proficiency in the four essential components of self-regulation (Gaumer & Noonan, 2018), and Children’s Perceived Competence Scale. The data gathered were processed statistically using the Statistical Package for Social Science (SPSS). The results showed that the students exhibit a moderate self-perceived competence as a whole and in terms of cognitive, social, physical, and self-growth. They also have a high degree of self-regulation when taken as a whole and in the areas of plan, monitor, control, and reflect. The level of high school pupils' academic achievement in mathematics is very satisfactory. Furthermore, there is a significant relationship between the level of self-regulation and the level of academic performance in mathematics. In addition, there is a significant relationship between the level of self-perceived competence and the level of academic performance in mathematics. Moreover, the level of self-perceived competence and the level of academic performance in mathematics are correlated with each other.