Doubting the Self, Declining Performance: An Inquiry into Academic Outcomes

Academic outcomes are influenced not only by cognitive skills and instructional quality but also by students’ psychological beliefs about their capabilities. This study investigated the impact of self-doubt—persistent uncertainty about one’s ability to succeed—on the academic performance of Grade 5 pupils. It examined how behavioral, emotional, and cognitive factors mediate the relationship between self-doubt and declining academic achievement. Grounded in Albert Bandura’s Self-Efficacy Theory and Urie Bronfenbrenner’s Ecological Systems Theory, the research involved 69 Grade 5 pupils from selected public elementary schools in Lutayan District II, Sultan Kudarat, Philippines, during the School Year 2025–2026. Data were gathered using structured instruments assessing the dimensions of self-doubt and academic performance records. Results showed a weak, non-significant correlation between self-doubt and academic performance (r = 0.134, p > 0.05), although self-doubt was generally high among respondents, particularly in the emotional and cognitive dimensions. Behavioral factors such as procrastination and avoidance, emotional factors including anxiety and stress, and cognitive factors characterized by low self-efficacy and negative thoughts were identified as potential contributors to poor scholastic achievement. This study emphasizes the importance of school-based interventions that strengthen pupils’ confidence, support emotional regulation, and promote adaptive learning behaviors to address self-doubt and improve academic performance.