The Influence of English Language Skills Self-efficacy and Achievement Motivation on the Academic Performance of First-Year College Students
Jerica P. Labador *
College Instructor, Master of Arts in English Language Teaching, Holy Cross of Davao College Inc, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Background: Low academic performance may lead to repeated course failures, lower overall GPA, decreased engagement in classroom activities, diminished confidence in learning abilities, higher likelihood of academic probation or dropout, restricted eligibility for scholarships or honors programs, and reduced competitiveness for future career or educational opportunities.
Aim: This study determined the significance of English language skills self-efficacy and achievement motivation on the academic performance of first-year college students.
Study Design: Quantitative diagnostic research design.
Place and Duration of Study: Samal Island City College, Island Garden City of Samal, Davao del Norte, Philippines, during the Academic Year 2025–2026.
Methodology: The study involved 169 first-year college students selected through simple random sampling. Data were collected using validated survey instruments, including an English Language Skills Self-Efficacy scale and an Achievement Motivation Inventory. Academic performance was measured using students’ scores in exams, quizzes, and oral recitations. Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression.
Results: The findings revealed that English language skills self-efficacy and achievement motivation significantly correlated with academic performance (P = .001). However, in regression analysis, only English language skills self-efficacy significantly influenced academic performance (β = 0.788, P = .001), while achievement motivation did not (P = .474). The combined variables explained 63.9% of the variance in academic performance.
Conclusion: English language skills self-efficacy is a significant predictor of academic performance, while achievement motivation is not when taken independently. The findings partially affirm Self-Efficacy Theory. Educational institutions are encouraged to strengthen programs that enhance students’ self-efficacy in English language skills.
Keywords: English language skills self-efficacy, achievement motivation, academic performance, first-year college students