Academic Self-Concept and Self-Regulation: Predictors of English Academic Performance

Teaching English in a public high school is a challenging task since some of the students hardly comprehend the language. This study was conducted to determine if academic self-concept and self-regulation have a significant influence on the English academic achievement of Grade 8 students. The study utilized the mixed-method research design utilizing a total of 150 Grade 8 students. The study used the total enumeration technique. The data were obtained through the use of adapted survey questionnaires. Grades were used for English academic achievement, and focus group discussion was employed to determine the experiences of the students in planning, monitoring, and evaluating. Frequency, percentage, mean, standard deviation, multiple regression, and thematic analysis were used in the analyses of the data. The results of the study reveal that the academic self-concept and self-regulation in terms of planning, monitoring, and evaluating significantly predict the English academic achievement of the students. This means that the English academic achievement of the students can be optimized by enhancing the academic self- concept so that the students will become more confident to express their ideas and be more active learning participants in the classroom