Psychological Predictors of Academic Performance in Research Writing among Undergraduate Students: Evidence from a Philippine Local College
Joseph Seclot, Ronalyn Langam
Received: 24 April 2026; Revised: 09 May 2026; Accepted: 03 June 2026; Published: 06 June 2026
DOI: https://doi.org/10.66074/BUS33G55H4
Abstract
Academic performance in undergraduate research remains a key concern, as students often struggle to translate research experiences into measurable academic outcomes despite exposure to similar learning environments. Psychological factors such as research self-efficacy, scientific identity, and research beliefs are theorized to influence academic success; however, their direct effects on performance remain underexplored, particularly in local higher education contexts. This study examined the predictive influence of research self-efficacy, scientific identity, and research beliefs on the academic performance of undergraduate thesis students in a local Philippine college. Using a descriptive–correlational design, data were collected from 666 undergraduate students through validated survey instruments and analyzed using descriptive statistics and multiple linear regression. Assumptions for regression analysis were tested and satisfied prior to analysis. Findings revealed that research self-efficacy was moderate, while research beliefs and scientific identity were high. The regression model was statistically significant but demonstrated limited explanatory power (R² = 0.014), indicating that the predictors explained only a small proportion of the variance in academic performance. Among the predictors, only research beliefs significantly predicted academic performance (β = −0.166, p = .013), showing a small negative association. In contrast, research self-efficacy and scientific identity were not significant predictors. The findings suggest that research-related psychological factors may function as supplementary rather than primary determinants of academic performance. However, the observed association regarding research beliefs should be interpreted with caution due to the model’s limited explanatory power and potential methodological and contextual influences. Future studies are encouraged to examine broader academic, instructional, and well-being factors using more standardized measures of academic performance.
Keywords: academic performance, research beliefs, research self-efficacy, scientific identity
Author Information: Northwestern Mindanao State College of Science and Technology, Labuyo, Tangub City, Philippines; [email protected]
Volume 2, Issue 2, June 2026