Chapter 2

Review Related Literature

Academic Achievements:

Foreign

(Flashman, 2012) academic achievement is important and determining the future education of

individuals and opportunities for them. (Marques et al., 2017). Educators and researchers try

several ways and new methods to investigate academic achievement- which is considered very

important for the future of generations in all age groups (Credé & Kuncel, 2008) Academic

achievement and variables influencing academic achievement in positive and negative ways are

analyzed by researchers so that the investments made can attain the goals. (Donker, et al., 2014)

this is because one of the goals of teaching is to raise academically well-equipped individuals.

Yet, it is not so easy as it is though because there are several variables influential in and

correlated with academic achievement. There are many factors with positive or negative effects

on or correlated with students’ academic achievement such as learning-teaching methods (White,

1982), the circumstances students are in (Perera & DiGiacomo, 2013) factors stemming from

students, (Rivkin, et al., 2005) factors stemming from school and teachers’ (Alvarez-Bueno et al.,

2017) physical activities (Jeynes, 2017; Pinquart, 2016) parents’ attitudes towards students

(Galland et al., 2015) and students’ medical status (Credé, Tynan, & Harms, 2017) Especially

effective factors are thought to be influential in and determiner of academic achievement

Local

Parental Support
(Bacus 2014) study on relationships between parenting styles, self-concept, attitudes towards

school, and academic outcomes among seventh grade students in Northern Mindanao, the

majority of students perceived their parents as practicing an authoritative parenting style. Using

path analysis, Bacus found that students' attitudes towards school and authoritative parenting

style were strongly associated with academic performance.

(National Improvement Hub, 2021). Parental support is a significant and active contribution to

the education of their children. Numerous contexts, such as early learning and childcare

facilities, schools, the community, family learning, and home learning, can support this kind of

learning. Moreover, it signifies an increased dedication and sense of responsibility in educational

environments like childcare centers and early learning centers or classrooms.

Ateş (2021), parental support is a vital factor influencing a child's school performance. It

involves the active involvement of parents in their child's educational journey. This support can

take various forms, including assisting with homework, attending parent-teacher conferences,

fostering a conducive learning environment at home, and engaging in open communication with

teachers and school staff. When parents are actively engaged in their child's education, it tends to

have a positive impact on their academic success, motivation, and overall well-being. The

collaborative efforts of parents and educators can create a nurturing and stimulating environment

that maximizes a pupil’s potential. It was seen that parental involvement affects academic

achievement. In addition, it was observed that the relationship between parental involvement and

academic achievement did not differ significantly according to course areas, school levels and

geographical areas.

(Bernardo and Ujano-Batangan 2007) noted that the notions of autonomy, emotional support, and

high demands, which supposedly characterize authoritative parenting, might have different
meanings for Filipinos. In their investigation of the relationship between Metro-Manila based

college students' perceived parenting characteristics and goal orientation, the authors found that

while college students' perceptions of their mothers' and fathers' emotional support and

autonomy granting were positively correlated, the dimension of high demand was found to be

either negatively correlated or not correlated at all to these two dimensions. According to

Bernardo and Ujano-Batangan, Filipino adolescents might construe parents' high demands or

expectations as manifestations of control, possibly perceiving them as the opposite of parental

autonomy and emotional support. In light of these findings, the authors suggested that the notion

of an “authoritative” parenting style that combines emotional support, autonomy granting, and

high demands might not be a viable construct in the Philippine context.

Foreign

(Endelman, 2013) The studies show that parental support does not end even when the child goes

to college. (Cheng et.al 2012) suggest that parental support influences better achievement, and

helps the student achieve better development. (Weidman, 2014) Often parents have engaged to

socialize their children, providing them an avenue for discussing their positive and negative

school experience.

Parents support includes helping the child plan for higher education, choosing types of college to

attend, financing a college education, and providing emotional and social support.

this study showed that although there is positive influence on the family relationship between the

parents and students at the college level, it does not adequately explain academic performance

among students. In addition, the level of support received by the Thai students was higher than
that received by international students. There are a variety of factors that influence academic

success.

Therefore, parental support alone cannot by itself explain students’ academic achievement. As

for the level of support received by Thai students, the proximity of Thai students to their parents

may be a factor for the level of support they receive.

According to Lourdes mata et.al, (2018) The importance of parental involvement in student

school learning and education is a well-established research field, identifying the different

benefit of parental involvement not only in academic achievement but also in other aspects such

as motivation, school behavior and absenteeism (pp.77)

The relationship between parental involvement and motivation. Palone involvement was

analyzed in different wars (e.g. parent-teacher conferences, school activities, activities at home

homework) and motivation conceived from different framework (e.g. intrinsic/extrinsic academic

school engagement mastery / performance goal orientation). Encouragement, praise, interest and

involvement are related with intrinsic motivation, and mastery goal orientation for learning.

When parental involvement was perceived was over-controlling, and parents used extrinsic

rewards, students had more extrinsic motivation and performance-oriented goals (pp.79)

(Oranga et al., 2023) Parental involvement is a term stands for the amount of participation a

parent hold in their kids’ academics. In educational perspectives, it is very essential that parents

have to actively participate and regularly involve in their children’s schooling, and it is

traditionally believed that the more parents are committed to play a role in their children’s

studies, the more successful their children can ultimately be.

children’s education have become a hot topic in the field of educational research, and it is widely

accepted that parental involvement and participation in academics of their children can have a

good impact on their academic achievement “Parent involvement is considered a critically

important component in children’s educational and cognitive development.”

(Steinberg et al. 1996) noted that parents can affect their children’s academic achievement by

getting them involved in a variety of activities. Parents who want their kids to do well in school

will undoubtedly involve them in learning-related activities.

(Fan and Chen 2001) research findings showed that parental involvement is strongly connected

to children’s academic achievements when used standardized assessment than specific grade

subject scores. And parents’ expectations for children success is positively related to their actual

cognitive outcome.

Students Self-confidence

Local

(Moneva et al., 2020) Self-confidence refers to as someone’s’ power and abilities to perform the

required tasks. In order to accomplish the given tasks students must have self-confidence. This

study investigated the correlation between students’ level of self-confidence and performance

tasks and investigated if self-confidence influence to students’ performance tasks. The study used

descriptive correlation designed for the two variables. The respondents of this study are the

Senior High School Students of Jagobiao National High School. The data were obtained from

self-confidence and performance tasks questionnaire in which it is a form of checklist. Through

presentation, Analysis and interpretation of data it was determined the overall weighted mean of
the both variable. By the used of indicators the overall weighted mean was determined and it was

interpreted as sometimes, while the overall weighted mean in the second variable was interpreted

as sometimes. The association between the dependent and the independent variable were

analyzed using person chisquare, result showed that there is a significant relationship between

the two variable e. In conclusion, there is an association between students’ level of self-

confidence and performance tasks. It means that students who have high level of self-confidence

can easily accomplish their tasks in school and most of them are not afraid to participate in

every activity. While those students who have low self-confidence showed low performance tasks

and they were hesitant to participate in every activity.

(Hine, et al., 2013) Much has been written about the importance of action research in teacher

education (Mahani, et al., 2012) and its effect to quality classroom instruction.

The belief that teachers are active participants towards the development of education shows that

by knowing the problem in the classroom; and by taking an action regarding that problem,

teachers become the catalysts for change and responsible agents for the improvement of their

own classroom teaching and for uplifting students learning. Doing classroom research is

knowing what the problem is in the classroom and how that problem can be addressed in order to

improve the teaching and learning process.

(Walker, 2019) Effective teaching is pivotal to student success and overall educational quality.

One crucial aspect influencing teaching effectiveness is moral awareness, which encompasses a

teacher's moral strength, sense of moral burden, and moral responsibility. This study focuses on

elementary school teachers in Laak North District, Davao de Oro, to explore how these

dimensions of moral awareness impact their comprehensive pedagogical abilities. Understanding

this relationship is essential for developing strategies to enhance teaching quality and educational
outcomes. Moral awareness is a critical component in the field of education, as it shapes

teachers' ethical decision-making and influences their interactions with students, thereby

affecting the learning environment and student performance. Globally, the importance of moral

awareness in teaching has been increasingly recognized.

(Campbell, 2008) Research indicates that teachers' moral and ethical behaviors significantly

impact student outcomes and the overall school climate.

Foreign

(Abdullayeva et al., 2024). This article investigates the link between student academic success

and self-confidence. Self- confidence enables people to display their knowledge, talents, and

abilities, as well as express themselves appropriately and correctly. Individuals that are confident

achieve greater success in attaining their full potential. The goal of this study is to see if there is a

Relationship between self-confidence and academic achievement among students Studying in

various fields.

Jafri (2011) found significant and positive correlation between self-confidence and academic

achievement of senior secondary school students. Students varied significantly on academic

achievement as well as self-confidence with respect to gender, stream, family climate as well as

study habits. Boys had higher self-confidence than girls. Specifically, self-confidence had a

significant impact on academic achievement and vice versa among senior secondary school

students.

Devi (2017) found that self-confidence and life skills among secondary school students

significantly and positively correlated to each other. Moreover, girls were found high on self-
confidence than boys. Students of private school had better self-confidence than students of

government schools

Padmakala (2018) found that self-confidence was a significantly influenced by gender, parental

education, parental occupation, family size and income, community, locale, type of school and

religion of students. Moreover, self-confidence and parental support were found significantly and

positively correlated with coefficient of correlation. Result also showed a significant and positive

correlation between self-confidence and academic achievement among higher secondary school

students. Specifically, self-confidence and parental support had a significant and positive impact

on academic achievement among higher secondary school students.

Ballane (2019) reported that self-confidence had significant role in academic performance

development, learning and success. Self-confidence was found as a predictor of academic

performance. Better the self -confidence better the academic performance. However, both

teachers as well as parents had a significant role in boosting self-esteem as well as self-

confidence among students for improving academic performance as well as learning ability

among students.

Akbari and Sahibzada (2020) reported that self-confidence had a significant effect on learning

process among students, sharing of opinions, developing relations with peers as well as teachers,

seeking goals, controlling anxiety as well as developing interest in lessons to learn more

effectively were determined by level of self-confidence.

Raniere et al. (2020) reported that teaching strategies and techniques and teachers’ behavior had

significant effect on student’s satisfaction and self-confidence.

Review Related Literature

Parental Support

Local

(Bacus 2014) study on relationships between parenting styles, self-concept, attitudes towards

school, and academic outcomes among seventh grade students in Northern Mindanao, the

majority of students perceived their parents as practicing an authoritative parenting style. Using

path analysis, Bacus found that students' attitudes towards school and authoritative parenting

style were strongly associated with academic performance.

(National Improvement Hub, 2021). Parental support is a significant and active contribution to

the education of their children. Numerous contexts, such as early learning and childcare

facilities, schools, the community, family learning, and home learning, can support this kind of

learning. Moreover, it signifies an increased dedication and sense of responsibility in educational

environments like childcare centers and early learning centers or classrooms.

Ateş (2021), parental support is a vital factor influencing a child's school performance. It

involves the active involvement of parents in their child's educational journey. This support can

take various forms, including assisting with homework, attending parent-teacher conferences,

fostering a conducive learning environment at home, and engaging in open communication with

teachers and school staff. When parents are actively engaged in their child's education, it tends to

have a positive impact on their academic success, motivation, and overall well-being. The

collaborative efforts of parents and educators can create a nurturing and stimulating environment

that maximizes a pupil’s potential. It was seen that parental involvement affects academic
achievement. In addition, it was observed that the relationship between parental involvement and

academic achievement did not differ significantly according to course areas, school levels and

geographical areas.

(Bernardo and Ujano-Batangan 2007) noted that the notions of autonomy, emotional support, and

high demands, which supposedly characterize authoritative parenting, might have different

meanings for Filipinos. In their investigation of the relationship between Metro-Manila based

college students' perceived parenting characteristics and goal orientation, the authors found that

while college students' perceptions of their mothers' and fathers' emotional support and

autonomy granting were positively correlated, the dimension of high demand was found to be

either negatively correlated or not correlated at all to these two dimensions. According to

Bernardo and Ujano-Batangan, Filipino adolescents might construe parents' high demands or

expectations as manifestations of control, possibly perceiving them as the opposite of parental

autonomy and emotional support. In light of these findings, the authors suggested that the notion

of an “authoritative” parenting style that combines emotional support, autonomy granting, and

high demands might not be a viable construct in the Philippine context.

Foreign

(Endelman, 2013) The studies show that parental support does not end even when the child goes

to college. (Cheng et.al 2012) suggest that parental support influences better achievement, and

helps the student achieve better development. (Weidman, 2014) Often parents have engaged to

socialize their children, providing them an avenue for discussing their positive and negative

school experience.
Parents support includes helping the child plan for higher education, choosing types of college to

attend, financing a college education, and providing emotional and social support.

this study showed that although there is positive influence on the family relationship between the

parents and students at the college level, it does not adequately explain academic performance

among students. In addition, the level of support received by the Thai students was higher than

that received by international students. There are a variety of factors that influence academic

success.

Therefore, parental support alone cannot by itself explain students’ academic achievement. As

for the level of support received by Thai students, the proximity of Thai students to their parents

may be a factor for the level of support they receive.

According to Lourdes mata et.al, (2018) The importance of parental involvement in student

school learning and education is a well-established research field, identifying the different

benefit of parental involvement not only in academic achievement but also in other aspects such

as motivation, school behavior and absenteeism (pp.77)

The relationship between parental involvement and motivation. Palone involvement was

analyzed in different wars (e.g. parent-teacher conferences, school activities, activities at home

homework) and motivation conceived from different framework (e.g. intrinsic/extrinsic academic

school engagement mastery / performance goal orientation). Encouragement, praise, interest and

involvement are related with intrinsic motivation, and mastery goal orientation for learning.

When parental involvement was perceived was over-controlling, and parents used extrinsic

rewards, students had more extrinsic motivation and performance-oriented goals (pp.79)
(Oranga et al., 2023) Parental involvement is a term stands for the amount of participation a

parent hold in their kids’ academics. In educational perspectives, it is very essential that parents

have to actively participate and regularly involve in their children’s schooling, and it is

traditionally believed that the more parents are committed to play a role in their children’s

studies, the more successful their children can ultimately be.

(Reynolds, 1992, p. 441) Families involvement in children academics and their effects on

children’s education have become a hot topic in the field of educational research, and it is widely

accepted that parental involvement and participation in academics of their children can have a

good impact on their academic achievement “Parent involvement is considered a critically

important component in children’s educational and cognitive development.”

(Steinberg et al. 1996) noted that parents can affect their children’s academic achievement by

getting them involved in a variety of activities. Parents who want their kids to do well in school

will undoubtedly involve them in learning-related activities.

(Fan and Chen 2001) research findings showed that parental involvement is strongly connected

to children’s academic achievements when used standardized assessment than specific grade

subject scores. And parents’ expectations for children success is positively related to their actual

cognitive outcome.

Students Self-confidence

Local

(Moneva et al., 2020) Self-confidence refers to as someone’s’ power and abilities to perform the

required tasks. In order to accomplish the given tasks students must have self-confidence. This

study investigated the correlation between students’ level of self-confidence and performance
tasks and investigated if self-confidence influence to students’ performance tasks. The study used

descriptive correlation designed for the two variables. The respondents of this study are the

Senior High School Students of Jagobiao National High School. The data were obtained from

self-confidence and performance tasks questionnaire in which it is a form of checklist. Through

presentation, Analysis and interpretation of data it was determined the overall weighted mean of

the both variable. By the used of indicators the overall weighted mean was determined and it was

interpreted as sometimes, while the overall weighted mean in the second variable was interpreted

as sometimes. The association between the dependent and the independent variable were

analyzed using person chisquare, result showed that there is a significant relationship between

the two-variable e. In conclusion, there is an association between students’ level of self-

confidence and performance tasks. It means that students who have high level of self-confidence

can easily accomplish their tasks in school and most of them are not afraid to participate in

every activity. While those students who have low self-confidence showed low performance tasks

and they were hesitant to participate in every activity.

(Hine, et al., 2013) Much has been written about the importance of action research in teacher

education (Mahani, et al., 2012) and its effect to quality classroom instruction.

The belief that teachers are active participants towards the development of education shows that

by knowing the problem in the classroom; and by taking an action regarding that problem,

teachers become the catalysts for change and responsible agents for the improvement of their

own classroom teaching and for uplifting students learning. Doing classroom research is

knowing what the problem is in the classroom and how that problem can be addressed in order to

improve the teaching and learning process.

One crucial aspect influencing teaching effectiveness is moral awareness, which encompasses a

teacher's moral strength, sense of moral burden, and moral responsibility. This study focuses on

elementary school teachers in Laak North District, Davao de Oro, to explore how these

dimensions of moral awareness impact their comprehensive pedagogical abilities. Understanding

this relationship is essential for developing strategies to enhance teaching quality and educational

outcomes. Moral awareness is a critical component in the field of education, as it shapes

teachers' ethical decision-making and influences their interactions with students, thereby

affecting the learning environment and student performance. Globally, the importance of moral

awareness in teaching has been increasingly recognized.

(Campbell, 2008) Research indicates that teachers' moral and ethical behaviors significantly

impact student outcomes and the overall school climate.

Foreign

(Abdullayeva et al., 2024). This article investigates the link between student academic success

and self-confidence. Self- confidence enables people to display their knowledge, talents, and

abilities, as well as express themselves appropriately and correctly. Individuals that are confident

achieve greater success in attaining their full potential. The goal of this study is to see if there is a

Relationship between self-confidence and academic achievement among students Studying in

various fields.

Jafri (2011) found significant and positive correlation between self-confidence and academic

achievement of senior secondary school students. Students varied significantly on academic

achievement as well as self-confidence with respect to gender, stream, family climate as well as
study habits. Boys had higher self-confidence than girls. Specifically, self-confidence had a

significant impact on academic achievement and vice versa among senior secondary school

students.

Devi (2017) found that self-confidence and life skills among secondary school students

significantly and positively correlated to each other. Moreover, girls were found high on self-

confidence than boys. Students of private school had better self-confidence than students of

government schools

Padmakala (2018) found that self-confidence was a significantly influenced by gender, parental

education, parental occupation, family size and income, community, locale, type of school and

religion of students. Moreover, self-confidence and parental support were found significantly and

positively correlated with coefficient of correlation. Result also showed a significant and positive

correlation between self-confidence and academic achievement among higher secondary school

students. Specifically, self-confidence and parental support had a significant and positive impact

on academic achievement among higher secondary school students.

Ballane (2019) reported that self-confidence had significant role in academic performance

development, learning and success. Self-confidence was found as a predictor of academic

performance. Better the self -confidence better the academic performance. However, both

teachers as well as parents had a significant role in boosting self-esteem as well as self-

confidence among students for improving academic performance as well as learning ability

among students.

Akbari and Sahibzada (2020) reported that self-confidence had a significant effect on learning

process among students, sharing of opinions, developing relations with peers as well as teachers,
seeking goals, controlling anxiety as well as developing interest in lessons to learn more

effectively were determined by level of self-confidence.

Raniere et al. (2020) reported that teaching strategies and techniques and teachers’ behavior had

significant effect on student’s satisfaction and self-confidence.

Academic Performance

Local

(Banquil et al, 2009). Academic performance refers to how students deal with their studies and

how they accomplish different tasks given to them by their teachers. It also refers on how

students deal with their studies and how they cope with different factors affecting their

performance. Academic performance can also refer to “how well a student meets standards set

out by local government and the institution itself”.

Foreign

(Journal of Natural Remedies 2020) Good academic performance offers numerous benefits,

including improved living conditions, increased productivity, and better economic prospects for

society. It also provides students with a positive self-image, confidence, good mental health,

social skills, and a clear vision for their future

(College Student Journal 2019) Poor academic performance in students can potentially lead to a

range of psychological problems, such as substance abuse, criminal behavior, promiscuity, and

conflicts in relationships
(Manganelli S et al., 2019) There were also encounters of difficulties with timely graduation due

to retakes and grade changes, strained relationships with professors and support staff, as well as

conflicts with college deans and students

(Holopainen L et al., 2019) The government’s extensive educational efforts have failed to assist

many students in achieving higher academic levels

(Molla T et al., 2014) The effectiveness of teaching and learning tools, along with the students’

personality, goals, and teachers’ skills, all have an impact on academic progress. Studies have

shown that the environment also plays a critical role in students’ performance in school

(Molla T 2013) Assessing the academic performance of students is crucial for ensuring quality

assurance in higher education institutions. However, analyzing national averages of academic

predictors is an essential tool for developing academic policies and strategies that can enhance

education quality on a broader scale.

Review Related Literature

Local

High and Low difference of support system

Parenting in the Philippines: A review of the research literature from 2004 to 2014

(Bernardo and Ujano-Batangan 2007) noted that the notions of autonomy, emotional support, and

high demands, which supposedly characterize authoritative parenting, might have different

meanings for Filipinos. In their investigation of the relationship between Metro-Manila based

college students' perceived parenting characteristics and goal orientation, the authors found that

while college students' perceptions of their mothers' and fathers' emotional support and

autonomy granting were positively correlated, the dimension of high demand was found to be

either negatively correlated or not correlated at all to these two dimensions. According to

Bernardo and Ujano-Batangan, Filipino adolescents might construe parents' high demands or

expectations as manifestations of control, possibly perceiving them as the opposite of parental

autonomy and emotional support. In light of these findings, the authors suggested that the notion

of an “authoritative” parenting style that combines emotional support, autonomy granting, and

high demands might not be a viable construct in the Philippine context.

Foreign

The effect of parental support on Academic performance among student at Asia-pacific

International University School of education, Andrews university, USA.

to college. (Cheng et.al 2012) suggest that parental support influences better achievement, and

helps the student achieve better development. (Weidman, 2014) Often parents have engaged to

socialize their children, providing them an avenue for discussing their positive and negative

school experience.

Parents support includes helping the child plan for higher education, choosing types of college to

attend, financing a college education, and providing emotional and social support.

this study showed that although there is positive influence on the family relationship between the

parents and students at the college level, it does not adequately explain academic performance

among students. In addition, the level of support received by the Thai students was higher than

that received by international students. There are a variety of factors that influence academic

success.

Therefore, parental support alone cannot by itself explain students’ academic achievement. As

for the level of support received by Thai students, the proximity of Thai students to their parents

may be a factor for the level of support they receive.

Parental support

Local

Parenting in the Philippines: A review of the research literature from 2004 to 2014

(Bacus 2014) study on relationships between parenting styles, self-concept, attitudes towards

school, and academic outcomes among seventh grade students in Northern Mindanao, the

majority of students perceived their parents as practicing an authoritative parenting style. Using
path analysis, Bacus found that students' attitudes towards school and authoritative parenting

style were strongly associated with academic performance.

(National Improvement Hub, 2021). Parental support is a significant and active contribution to

the education of their children. Numerous contexts, such as early learning and childcare

facilities, schools, the community, family learning, and home learning, can support this kind of

learning. Moreover, it signifies an increased dedication and sense of responsibility in educational

environments like childcare centers and early learning centers or classrooms.

Ateş (2021), parental support is a vital factor influencing a child's school performance. It

involves the active involvement of parents in their child's educational journey. This support can

take various forms, including assisting with homework, attending parent-teacher conferences,

fostering a conducive learning environment at home, and engaging in open communication with

teachers and school staff. When parents are actively engaged in their child's education, it tends to

have a positive impact on their academic success, motivation, and overall well-being. The

collaborative efforts of parents and educators can create a nurturing and stimulating environment

that maximizes a pupil’s potential. It was seen that parental involvement affects academic

achievement. In addition, it was observed that the relationship between parental involvement and

academic achievement did not differ significantly according to course areas, school levels and

geographical areas.

Foreign

Parental supports, student motivational orientation and achievement the impact of

emotions:
According to Lourdes mata et.al, (2018) The importance of parental involvement in student

school learning and education is a well-established research field, identifying the different

benefit of parental involvement not only in academic achievement but also in other aspects such

as motivation, school behavior and absenteeism (pp.77)

The relationship between parental involvement and motivation. Palone involvement was

analyzed in different wars (e.g. parent-teacher conferences, school activities, activities at home

homework) and motivation conceived from different framework (e.g. intrinsic/extrinsic academic

school engagement mastery / performance goal orientation). Encouragement, praise, interest and

involvement are related with intrinsic motivation, and mastery goal orientation for learning.

When parental involvement was perceived was over-controlling, and parents used extrinsic

rewards, students had more extrinsic motivation and performance-oriented goals (pp.79)

The Control valve theory posits the control and value appraisals are proximal determinants of

achievement emotions, that is emotions fied to achievement or outcomes, the study of Pekrun et

al. (2007) state, Individuals experience specific achievement emotion.

when they feel in control, or out of control, of achievement activities and out comer that are

subjectively important to them Control-Value theory also Maintains that there appraisals are

influenced by other more distal social, cognitive and non-cognitive factors (e.g. achievement

goals, beliefs, feedback, autonomy support, quality of instruction, expectancies) emotions,

motivations and self-regulation are linked to their antecedents and effects through reciprocal

causation which can result from positive of negative "feedback loops" (Pekin, 2006).

therefore, the social environment chapter emotions in the rave way -on student’s emotions impact

the social environment. In addition, emotions can affect learning strategies, motivation, self-
regulation, learning and achievement, although achievement also influences al Student appraisals

and emotion.

A Systematic Review of Literature on Parental Involvement and Its Impact on Children

Learning Outcomes

(Oranga et al., 2023) Parental involvement is a term stands for the amount of participation a

parent hold in their kids’ academics. In educational perspectives, it is very essential that parents

have to actively participate and regularly involve in their children’s schooling, and it is

traditionally believed that the more parents are committed to play a role in their children’s

studies, the more successful their children can ultimately be.

(Reynolds, 1992, p. 441) Families involvement in children academics and their effects on

children’s education have become a hot topic in the field of educational research, and it is widely

accepted that parental involvement and participation in academics of their children can have a

good impact on their academic achievement “Parent involvement is considered a critically

important component in children’s educational and cognitive development.”

(Steinberg et al. 1996) noted that parents can affect their children’s academic achievement by

getting them involved in a variety of activities. Parents who want their kids to do well in school

will undoubtedly involve them in learning-related activities.

(Fan and Chen 2001) research findings showed that parental involvement is strongly connected

to children’s academic achievements when used standardized assessment than specific grade

subject scores. And parents’ expectations for children success is positively related to their actual

cognitive outcome.
Students Self-confidence

Local

Students’ Level of Self-confidence and Performance Tasks

Characteristics of the Relationship Between Academic Performance and Self-Confidence

Among Students in the Humanities and Technical Fields in Modern Educational

Environments

(Moneva et al., 2020) Self-confidence refers to as someone’s’ power and abilities to perform the

required tasks. In order to accomplish the given tasks students must have self-confidence. This

study investigated the correlation between students’ level of self-confidence and performance

tasks and investigated if self-confidence influence to students’ performance tasks. The study used

descriptive correlation designed for the two variables. The respondents of this study are the

Senior High School Students of Jagobiao National High School. The data were obtained from

self-confidence and performance tasks questionnaire in which it is a form of checklist. Through

presentation, Analysis and interpretation of data it was determined the overall weighted mean of

the both variable. By the used of indicators the overall weighted mean was determined and it was

interpreted as sometimes, while the overall weighted mean in the second variable was interpreted

as sometimes. The association between the dependent and the independent variable were

analyzed using pearson chisquare, result showed that there is a significant relationship between

the two variabl e. In conclusion, there is an association between students’ level of self-confidence

and performance tasks. It means that students who have high level of self-confidence can easily

accomplish their tasks in school and most of them are not afraid to participate in every activity.
While those students who have low self-confidence showed low performance tasks and they were

hesitant to participate in every activity.

Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and

Challenges

(Hine, et al., 2013) Much has been written about the importance of action research in teacher

education (Mahani, et al., 2012) and its effect to quality classroom instruction.

The belief that teachers are active participants towards the development of education shows that

by knowing the problem in the classroom; and by taking an action regarding that problem,

teachers become the catalysts for change and responsible agents for the improvement of their

own classroom teaching and for uplifting students learning. Doing classroom research is

knowing what the problem is in the classroom and how that problem can be addressed in order to

improve the teaching and learning process.

Moral awareness and comprehensive pedagogical ability of teachers in Laak North

District, Davao De Oro

(Walker, 2019) Effective teaching is pivotal to student success and overall educational quality.

One crucial aspect influencing teaching effectiveness is moral awareness, which encompasses a

teacher's moral strength, sense of moral burden, and moral responsibility. This study focuses on

elementary school teachers in Laak North District, Davao de Oro, to explore how these

dimensions of moral awareness impact their comprehensive pedagogical abilities. Understanding

this relationship is essential for developing strategies to enhance teaching quality and educational

outcomes. Moral awareness is a critical component in the field of education, as it shapes

teachers' ethical decision-making and influences their interactions with students, thereby
affecting the learning environment and student performance. Globally, the importance of moral

awareness in teaching has been increasingly recognized.

(Campbell, 2008) Research indicates that teachers' moral and ethical behaviors significantly

impact student outcomes and the overall school climate.

Foreign

Characteristics of the Relationship Between Academic Performance and Self-Confidence

Among Students in the Humanities and Technical Fields in Modern Educational

Environments. Journal of Computational Analysis and Applications

(Abdullayeva et al., 2024). This article investigates the link between student academic success

and self-confidence. Self- confidence enables people to display their knowledge, talents, and

abilities, as well as express themselves appropriately and correctly. Individuals that are confident

achieve greater success in attaining their full potential. The goal of this study is to see if there is a

Relationship between self-confidence and academic achievement among students Studying in

various fields.

Self-confidence among Students and its Impact on their Academic Performance: A

Systematic Review

Jafri (2011) found significant and positive correlation between self-confidence and academic

achievement of senior secondary school students. Students varied significantly on academic

achievement as well as self-confidence with respect to gender, stream, family climate as well as

study habits. Boys had higher self-confidence than girls. Specifically, self-confidence had a

significant impact on academic achievement and vice versa among senior secondary school

students.
Devi (2017) found that self-confidence and life skills among secondary school students

significantly and positively correlated to each other. Moreover, girls were found high on self-

confidence than boys. Students of private school had better self-confidence than students of

government schools

Padmakala (2018) found that self-confidence was a significantly influenced by gender, parental

education, parental occupation, family size and income, community, locale, type of school and

religion of students. Moreover, self-confidence and parental support were found significantly and

positively correlated with coefficient of correlation. Result also showed a significant and positive

correlation between self-confidence and academic achievement among higher secondary school

students. Specifically, self-confidence and parental support had a significant and positive impact

on academic achievement among higher secondary school students.

Ballane (2019) reported that self-confidence had significant role in academic performance

development, learning and success. Self-confidence was found as a predictor of academic

performance. Better the self -confidence better the academic performance. However, both

teachers as well as parents had a significant role in boosting self-esteem as well as self-

confidence among students for improving academic performance as well as learning ability

among students.

Akbari and Sahibzada (2020) reported that self-confidence had a significant effect on learning

process among students, sharing of opinions, developing relations with peers as well as teachers,

seeking goals, controlling anxiety as well as developing interest in lessons to learn more

effectively were determined by level of self-confidence.

significant effect on student’s satisfaction and self-confidence.