Multidimensional Perfectionism, Teaching Competencies, and Interpersonal Support: a Structural Equation Model on the Academic Success of Maritime Students

Academic success among maritime students extends beyond normal achievement as this impacts safety, industry standards, sustainability in education, development, and future career opportunities. This quantitative research study is intended to identify the best-fit model on academic success as influenced by multidimensional perfectionism, teaching competencies, and interpersonal support. It employed a Structural Equation Model (SEM) approach with 400 respondents from selected Maritime Institutions in the Davao Region. The data gathered was gathered via a pen-and-paper survey using standardized instrument. Statistical tools used include the mean, standard deviation, pearson product moment correlation coefficient, multiple linear regression, and SEM. Results showed that exogenous variables (multidimensional perfectionism, teaching competencies) and endogenous variables (academic success) were very high, while the interpersonal support (exogenous variable) was high. On top of these, all exogenous variables correlate with the endogenous variable as well as interpersonal support and teaching competencies were found to be significant predictors of academic success. Amongst generated models, model 3 was identified as the best-fit model on academic success with indicators: socially prescribed, other-oriented, self-oriented, classroom management, mastery of the subject matter, appraisal support, self-esteem, and tangible support, which is predicted by multidimensional perfectionism, teaching competencies, and interpersonal support. Fostering these maritime schools with supportive interpersonal relationship and competent teaching practices led to the students’ enhancement and success.