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International Journal for Research Trends and Innovation
International Peer Reviewed & Refereed Journals, Open Access Journal
ISSN Approved Journal No: 2456-3315 | Impact factor: 8.14 | ESTD Year: 2016
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Issue: March 2026
Volume 11 | Issue 3
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Impact Factor : 8.14
Issue per Year : 12
Volume Published : 11
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| Paper Title: | ACADEMIC ANXIETY, PERFORMANCE AND THE MEDIATING ROLE OF ACADEMIC SELF-REGULATION OF GRADE 7 STUDENTS |
| Authors Name: | ARIEL MARC G. BAGORIO |
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IJRTI_201285
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| Published Paper Id: | IJRTI2503074 |
| Published In: | Volume 10 Issue 3, March-2025 |
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| Abstract: | ABSTRACT Title of the Research: ACADEMIC ANXIETY, PERFORMANCE AND THE MEDIATING ROLE OF ACADEMIC SELF-REGULATION OF GRADE 7 STUDENTS Author: ARIEL MARC G. BAGORIO Degree: Master of Arts Major: Counseling Adviser: Cesar Chester O. Relleve, EdD, RGC Date of Completion: February 2025 Academic anxiety may be contributed due to high academic demands faced by grade 7 students at Candon National High School. It therefore affects their ability to handle learning and subsequently performance. For the quantitative phase, a total of 147 students participated and six of them were chosen for six interviews to get deeper insights on their experiences. The study ended up finding that there was no significant connection between the two variables (academic anxiety and academic performance), implying that the former is not strongly negative correlated with the latter. Also, the mediation analysis showed that academic self-regulation is not an intermediary in this relationship as it does not weaken the effect of academic anxiety on academic performance. These findings suggest that academic self-regulation does not have the ability to help reduce anxiety or better academic performance. These terms are associated with the process of increasing a student’s power to regulate their learning behaviour emotions and cognition in a direction that positively changes the ‘academic performance’. The goal is to strengthen certain key self-regulatory components of goal setting, time organization, metacognition, self-monitoring and motivation with the aim of improving independent learner capacity to effectively navigate academic challenges (Zimmerman, 2020). The result of the study concludes that academic anxiety and performance are not significantly influenced by a role of the academic self-regulation. This implies that while some of the self-regulation strategies may facilitate learning, they do not provide the appropriate remedy for the impact of academic anxiety on student learning. This present study thereby recommends the following: (1) help students learn to manage their emotions and behaviors through academic and personal-social develpment as part of school programs; (2) encourage parents to be more involved in setting academic goals for their children; (3) organize workshops to teach students stress management techniques; (4) create a classroom atmosphere where students feel supported and understood and; (5) conduct research to better understand how external factors impact self-regulation and anxiety. |
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| Cite Article: | "ACADEMIC ANXIETY, PERFORMANCE AND THE MEDIATING ROLE OF ACADEMIC SELF-REGULATION OF GRADE 7 STUDENTS", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2455-2631, Vol.10, Issue 3, page no.a568-a585, March-2025, Available :http://www.ijrti.org/papers/IJRTI2503074.pdf |
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2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
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Published Paper ID: IJRTI2503074
Registration ID:201285
Published In: Volume 10 Issue 3, March-2025
DOI (Digital Object Identifier):
Page No: a568-a585 Country: Salcedo, Ilocos Sur, Philippines Research Area: Social Science and Humanities Publisher : IJ Publication Published Paper URL : https://www.ijrti.org/viewpaperforall?paper=IJRTI2503074 Published Paper PDF: https://www.ijrti.org/papers/IJRTI2503074 |
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ISSN: 2456-3315
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