Noncognitive Factors and Academic Performance_ A Structural Equation Analysis
Noncognitive Factors and Academic Performance_ A Structural Equation Analysis
A THESIS PROPOSAL
Presented to the
Faculty of the Department of Psychology
College of Humanities and Social Sciences
Caraga State University-Main Campus
Ampayon, Butuan City
In Partial Fulfillment
Of the Requirements for the Degre
BACHELOR OF SCIENCE IN PSYCHOLOGY
December 2024
i
Table of Contents
Page No.
Table of Contents i
CHAPTER
1 INTRODUCTION 1
1.1 Background of the Study 1
1.2 Review of Related Literature 3
1.3 Statement of the Problem 22
1.4 Research Hypotheses 22
1.5 Significance of the Study 23
1.6 Scope and Limitations of the Study 25
1.7 Theoretical Framework 26
1.8 Conceptual Framework 28
1.9 Operational Definition of Terms 29
2 METHODOLOGY
2.1 Research Design 32
2.2 Research Locale 33
2.3 Research Participants 33
2.4 Sampling Technique 34
2.5 Data Gathering Procedure 35
2.6 Research Instruments 36
2.7 Data Analysis 41
2.8 Ethical Consideration 41
REFERENCES 45
APPENDICES
Appendix A: Research Instruments 59
Appendix B. Granted Permission for Research Instrument-Use 70
CHAPTER I
INTRODUCTION
Globally, the PISA 2018 results revealed that students who exhibited
higher levels of resilience and motivation performed significantly better in both
reading and mathematics, regardless of their socioeconomic backgrounds
(OECD, 2019). Furthermore, the PISA 2022 assessment reinforced these
findings, showing that noncognitive skills are increasingly linked to students'
overall academic achievement and well-being (OECD, 2022). In the ASEAN
region, the emphasis on holistic education that integrates both cognitive and
noncognitive skills is gaining traction. Countries like Singapore and Vietnam have
implemented comprehensive educational reforms that prioritize the development
of noncognitive factors alongside traditional academic curricula, leading to
improved student outcomes (ASEAN Secretariat, 2022). In addition to the
educational reforms observed in ASEAN countries, there is a growing recognition
of the necessity for targeted interventions that address the unique noncognitive
needs of diverse student populations. For example, students from low
3
Similarly, one study conducted by Nayak (2019) found that students who
procrastinate and have poor time management skills are more likely to
8
experience academic stress. This academic stress can have negative effects on
the students’ physical and mental health which can also impact their overall
academic performance. This indicates that implementing structured time
management practices can serve as a buffer against the pressure of academic
life (Loandes et al., 2020).
Social support and self-esteem are key factors that contribute to students’
academic success. Social support refers to the network of friends, family, and
others who provide emotional and practical assistance during challenging times.
These support systems can improve overall well-being and help individuals cope
with stress and adversity (MSEd, 2024c).
Chen et al. (2023) conducted a study which aims to investigate how social
support affects students’ engagement in their studies and the role of motivation
and life satisfaction in this process. The findings indicated that social support
significantly predicts academic motivation serving as mediating factors. This
highlights the importance of positive relationships in enhancing students’
academic experiences and outcomes.
self-esteem plays a mediating role in this relationship. It was found that higher
levels of social support from family, and friends tend to have higher self-esteem
and were associated with better academic achievement. Therefore, in efforts to
improve students’ academic performance, it is important to foster a strong social
support system. This includes educating parents and caregivers about the
importance of providing emotional support and fostering self-esteem in their
children, especially those with special needs. Additionally, schools and
communities should work to create a supportive environment that promotes
positive social interactions and reduces feelings of isolation.
few parents provide academic support. What literature shows is that parental
academic support at the college level takes on different forms but does not
include direct academic support. Parents feel less capable of assisting
academically because the college curriculum is more advanced. In fact, parents
are unable to provide much counsel in social issues as the college student no
longer seeks permission for their actions (Tugend, 2014; Jeynes, 2007). The
attachment theory proposed by Kek, Darmawan, and Chen (2007) shows the
indirect ways parental involvement affects academic performance. Kek,
Darmawan, and Chen (2007) argue that growing up in a secure, supportive
family environment tends to foster high levels of self-efficacy which includes
academic self-efficacy and therefore facilitates a range of usefully adaptive
behaviors. The relationship parents have with their children promotes lifelong
lessons in critical thinking and helps to develop the children’s self-efficacy. When
parents demonstrate close involvement in their children’s education and provide
academic and emotional encouragement, the children value their support and
lead to student wellbeing (Arnett, 2000; Harper, Sax & Wolf, 2012; Román,
Cuestas & Fenollar; 2008).
One correlational study by Niazi et al. (2022), stated that parental bonding
is a component which is vital for acquiring a positive attitude and better academic
performance among students. The analysis revealed that self-regulation,
proactive attitude and academic performance are highly correlated significantly
with parental bonding in university students. However, in terms of the predictors,
it was shown that parental bonding only predicts self-regulation and proactive
attitude of the students except for academic performance but still this aspect is
considered important for student success. This concludes that the positive
attitude of parents is determined to be remarkably associated with the academic
performance of students.
Results revealed that learners have a high level of family support, as well as
academic and school support and also constant mental, emotional, and financial
support. In addition, the students' general academic achievement is adequate.
Additionally, this suggests that there is a strong correlation between students'
academic success and family support. Therefore, family support must be
established and strengthened as a foundation for students to attain successful
academic results when progressing onto high school and eventually to university.
linked to reduced stress and anxiety, improved self-esteem, and provide a more
positive learning environment. Additionally, a recent study conducted by Shao et
al. (2024) found that peer relationships are directly related to academic
achievement among junior high school students. The study demonstrated that
positive peer interactions enhance learning motivation and engagement, which in
turn leads to improved academic performance. Specifically, the path from peer
relationships to learning motivation was identified as having the strongest indirect
effect on academic achievement.
While the terms “religion” and “spirituality" are often used interchangeably
(Pellebon & Anderson, 1999), recent attempts have been made to distinguish
these two overlapping constructs (Carroll, 1998). Primarily social religion is
typically understood to flow from spirituality, which is individual (Anderson &
Worthen, 1997; Carroll, 1998). Specifically, spirituality is generally conceptualized
as what Cascio (1999, p. 130) refers to as an “intrinsic phenomenon,” as a
personal, experiential connectedness with Transcendence or Ultimate Reality
that is expressed in one’s beliefs and behaviors. Religion tends to be
conceptualized as an external, community-based phenomena in which a
particular organized set of beliefs, behaviors, and rituals are institutionalized by
individuals sharing similar spiritualities (Canda, 1997; Canda & Furman, 1999;
Carroll, 1997; Carroll, 1998; Koenig et al., 2001; Miller, 1998; Zinnbauer et al.,
1997). For instance, Hodge (2001, p. 36) defines the two terms as follows:
“spirituality refers to an individual’s relationship with God (or perceived
Transcendence), while religion is defined as a particular set of beliefs, practices,
15
and rituals that have been developed in the community by people who share
similar existential experiences of transcendent reality.”
However, given the theistic nature of the general public in the United
States (Gallup & Castelli, 1989; Gallup & Lindsay, 1999), it is understandable that
many scales mention God. Nevertheless, in an increasingly diverse society, there
are growing numbers of individuals who understand their spirituality in
non-theistic terms (Richards & Bergin, 1997). For such individuals, items that
refer to God may not be valid indicators of their spirituality. Indeed, social workers
exploring the importance of spirituality have called upon researchers to develop
instruments that are more culturally sensitive (Kamya, 1997). The measure of
intrinsic religion taps into a construct that might be referred to as spirituality as
assessed within the context of religion (Pargament, 1999).
More specifically, Allport and Ross (1967) theorized that intrinsic believers
live their religion and stand in contrast to people who use religion for their own
ends. For intrinsics, their religion, which typically posits some type of
connectedness with Transcendence as the central theme, provides the “master
motive” for life, directing their thoughts and actions (Allport & Ross, 1967, p. 434).
Because their internalized faith provides the central motivation for life, extrinsic
factors, such as the degree of support they encounter in religiously-based
institutional settings, are less significant as motivating influences in their lives. In
other words, the measure can be seen as tapping the level of internalized,
spiritual commitment of those individuals who express their spirituality within a
religious framework (Burris, 1999). Internalized faith provides the central
motivation for life, extrinsic factors, such as the degree of support they encounter
in religiously-based institutional settings, are less significant as motivating
influences in their lives. In other words, the measure can be seen as tapping the
level of internalized, spiritual commitment of those individuals who express their
spirituality within a religious framework (Burris, 1999).
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Mindset is the underlying belief that influences individuals and helps them
shape their self-confidence, abilities, and intelligence (MSEd, 2024b). Carol
Dweck categorizes these beliefs into two primary types: Fixed mindset and
growth mindset. Students who have fixed mindsets are the type of students who
believe that their abilities are static, which leads them to avoid challenges and a
fear of failure. Contrary to this, Students who have a growth mindset are the type
of students who believe that their abilities can be developed through effort and
continuous learning, promoting resilience and a willingness to utilize criticism and
embrace challenges (Chen, 2024).
mindset, self-efficacy, and grit affect student academic performance. They have
found that a growth mindset, self-efficacy, and grit are directly linked to better
academic performance. These results aligned with the study conducted by Zhao
et al. (2024b) which found that a growth mindset is crucial for overcoming
academic challenges and views setbacks as opportunities for growth. This also
encourages perseverance, boosts self-confidence, and motivates students to
strive for academic success.
However, it is important to note that mindsets can evolve over time. Limeri
et al. (2020) found that students who faced academic challenges tended to
develop a more fixed mindset. Therefore, it is crucial to foster a growth mindset,
especially during challenging times, to maintain motivation and resilience. The
findings suggest a feedback loop where academic success reinforces a growth
mindset, while struggles can lead to a fixed mindset.
Similarly, Bai and Wang (2023) investigates the role of growth mindset,
self-efficacy, and intrinsic value in self-regulated learning (SRL) in English
language achievement. The findings suggest that students with a growth mindset
tend to use more effective learning strategies, such as monitoring their progress
and regulating their effort. This results in better English language learning
outcomes. The study highlights the importance of fostering a growth mindset in
students to improve their learning and academic performance.
findings suggest that fostering a growth mindset can be beneficial for students,
especially amidst challenging learning environments like the pandemic. This can
help students develop effective self-regulated learning strategies and improve
academic outcomes.
Students. This study will directly benefit the students at Caraga State
University-Main Campus by identifying the specific noncognitive factors that can
affect their academic success. The findings of this study can provide them insight
and awareness to take proactive steps on developing their noncognitive skills to
enhance their academic performance. Increasing school retention and
decreasing drop outs.
Parents and Guardians. Parents and Guardians will benefit from this
study by gaining a better understanding on how these noncognitive factors can
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affect their children's academic performance and take a more active and
informed role in their children’s education. Through this, they can tailor their
support to address their children’s specific needs.
However, this study will only be limited to the freshmen and sophomore
Bachelor of Science in Psychology students of Caraga State University-Main
Campus, Ampayon, Butuan City, Agusan Del Norte, Philippines, S.Y. 2024-2025;
which may not fully represent the experiences of students from other year levels
and other programs within and outside the institution. These relatively specific
samples may restrict the generalizability of the findings to the broader student
population. Furthermore, the reliance on self-reported surveys may be
susceptible to bias, such as the potential of students’ answers being influenced
by personal perception and their desire to present themselves in a positive or
negative light. The time constraints in data collection which is only limited to one
academic term might not provide a comprehensive view of the long-term effects
of these noncognitive factors—which are Time Management, Peer Support,
Study Techniques, Family Support, Spirituality, Self-Regulation, and Students
Motivation on the students’ General Weighted Average (GWA) and overall
academic success. Additionally, with the given ensemble of variables, the survey
is ultimately considered as a test battery and may cause respondent-fatigue and
the data gathered could be jeopardized. Finally, this study is confined to Caraga
State University-Main Campus located at Ampayon, Butuan City, Agusan Del
Norte, Philippines, hence, Cultural and Regional factors specific to this area may
influence the findings and limit the applicability to students in other regions and
countries.
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Mindset Theory
The following are the constructs, variables, psychology jargon, and terms
mentioned in this study and are operationally defined as follows:
Time Management. refers to the ability to plan, organize and prioritize tasks
effectively to maximize productivity and efficiency, particularly in academic
contexts.
Self Regulation. manages thoughts, feelings and behaviors for academic goals.
The targeted participants of the study are the freshmen and sophomore
psychology students of Caraga State University-Main Campus. The participants
were selected based on the following criteria: (a) enrolled as full-time students of
Caraga State University-Main Campus, (b) currently either a first (freshmen) or
second (sophomore) year student enrolled in the Bachelor of Science in
Psychology program, (c) enrolled in the second semester, A.Y. 2024-2025.
missing potential insights from members of the population that would not have
been included in the sample (Canonizado, 2024).
Prior to the data collection proper, the researchers will first send a letter of
intent to obtain an approval of the current Chairperson of the Department of
Psychology at Caraga State University-Main Campus, A.Y. 2024-2025, for the
permission to conduct the research study. This ensures institutional support and
compliance with the university's research protocols.
The survey will be administered using a blend of Google Forms and paper
and pencil format, depending on the participants based on their preference or
availability. Utmost confidentiality will be facilitated, with the physical data
36
The study will utilize a total of six research instruments in attaining the
level of the seven variables mentioned in the study, all of which were either
free-for-use or were granted permission by the author/developer of the
instrument. Namely, the study will utilize the Dweck Mindset Instrument (DMI)
developed by Carol Dweck in 2006 to measure Student Mindset; Brief
Self-Control Scale (BSCS) developed by June Tangney, Roy Baumeister, and
Angie Boone in 2004 to measure Self-Regulation; Short Form of Revised Study
Process Questionnaire (SF-R-SPQ-2F) developed by Yusuf Zakariya and
Barattucci Massimiliano in 2022 to measure Study Approaches; Structure Of
Student Time Management Scale (STMS) developed by Balamurugan in 2013 to
measure Time Management; Multidimensional Social Support Scale (MSPSS)
developed by Gregory Zimet, Nancy Dahlem, Sara Zimet, and Gordon Farley in
1988 to measure Family Support and Peer Support, respectively; and Intrinsic
37
The total score will be calculated from the sum of the raw scores from each item.
The BSCS was highly reliable (alpha=.83 and .85 in two studies by the same
authors). In addition, the scale had a good test‐retest reliability at .87.
Respondents rate their agreement with each item using an eleven-point response
scale, which ranges from zero (indicating that spirituality answers no questions
about life) to ten (indicating that spirituality answers all questions about life). The
scale has strong psychometric properties, including high validity and reliability.
Validity coefficients for the scale ranged from 1.27 to 2.36 times higher than the
measurement error, with a mean validity coefficient of 1.74, suggesting that the
scale accurately captures the construct of spirituality. Additionally, the scale
exhibits high reliability, with a mean reliability coefficient of .80 with a Cronbach’s
Alpha of .96, indicating excellent internal consistency. While the scale is primarily
unidimensional, it effectively captures the multifaceted nature of spirituality,
making it a valuable tool for researchers and practitioners interested in
understanding the role of spirituality in individuals' lives. Scoring the scale
involves summing the responses to the six items, each rated on an eleven-point
scale ranging from zero to ten. A higher total score indicates a greater degree of
intrinsic spirituality, reflecting the extent to which spirituality serves as a
motivational influence in an individual's life.
1. Informed Consent (Principles A & E; Standards 3.10, 8.01, 8.02, 8.04, 8.05, &
9.03)
Choose the safest and most ethical methodologies for data collection.
Minimize potential risks of emotional distress, social stigma, or academic
consequences associated with participation. Develop contingency plans to
address any potential harm that might arise.
3. Deception and Honesty (Principle C; Sections 3.04, 3.06, 5.01, 8.05, 8.07, &
8.10)
the research. Ensure participants understand how their data will be used and
protected.
4. Confidentiality and Privacy (Principles B & E; Sections 4.01, 4.02, 4.05, 4.07,
6.02, 8.07, & 9.11)
5. Respect for Persons (Principle E; Sections 3.01, 8.01, 8.02, 8.03, 8.07, &
9.06)
Treat all participants with respect and dignity, regardless of their background,
gender identities, abilities, or performance in the data collection. Avoid biased or
discriminatory practices in selecting or treating participants. Offer support and
resources to participants who experience any discomfort or negative effects
during the research. The data and interpretations garnered in the study will avoid
any if all potential discriminatory or derogatory connotations to any or all students
of different backgrounds cited in the study.
Ensure research methods and data analysis techniques adhere to valid and
reliable scientific principles. Seek consultation or collaborate with relevant
experts if needed to maintain ethical research practices. Avoid personal biases
or conflicts of interest that might influence the study's design or outcomes. The
researchers also acknowledged and credited the literature and research
instruments used in the study.
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APPENDICES
Instructions: Please read each statement carefully and then indicate the
extent to which you agree or disagree, and then mark X in the corresponding
space provided.
(1) (5)
(2) (3) (4)
Not at Very
Statements Unlike Sometimes Like
all like much
me like me me
me like me
1. I have a hard time breaking
bad habits.
2. I am lazy.
3. I say inappropriate things.
4. I do certain things that are bad
for me, if they are fun.
5. I refuse things that are bad for
me.
6. I wish I had more
self-discipline.
7. I am good at resisting
temptation.
8. People would say that I have
iron self-discipline.
9. Pleasure and fun sometimes
keep me from getting work done.
10. I have trouble concentrating.
11. I am able to work effectively
toward long-term goals.
12. Sometimes I can't stop
myself from doing something,
even if I know it is wrong.
13. I often act without thinking
through all the alternatives.
62
Instructions: Please read each statement carefully and then indicate the
extent to which you agree or disagree, and then mark X in the corresponding
space provided.
Statements
1. There is a special
person who is
1 2 3 4 5 6 7
around when I am in
need.
2. There is a special
person with whom I
1 2 3 4 5 6 7
can share my joys
and sorrows.
3. My family really
1 2 3 4 5 6 7
tries to help me.
4. I get the emotional
help and support I 1 2 3 4 5 6 7
need from my family.
5. I have a special
person who is a real
1 2 3 4 5 6 7
source of comfort to
me.
6. My friends really
1 2 3 4 5 6 7
try to help me.
7. I can count on my
friends when things 1 2 3 4 5 6 7
go wrong.
8. I can talk about
my problems with 1 2 3 4 5 6 7
my family.
67
absolutely
no
all my
questions
questions
0 1 2 3 4 5 6 7 8 9 10
2. Growing spiritually is
more
important
of no
than
importance
anything
to me
else in my
life
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
4. Spirituality is
the master
motive of
mylife,
not part of
directing
my life
every other
aspect of my
life
0 1 2 3 4 5 6 7 8 9 10
5. When I think of the things that help me to grow and mature as a person, my
spirituality
is absolutely
has no the most
effect on my important
personal factor in my
growth personal
growth
0 1 2 3 4 5 6 7 8 9 10
absolutely
no aspect of
every aspect
my life
of my life
0 1 2 3 4 5 6 7 8 9 10
70