Abstract
This study focuses on the influence of academic and emotional self-efficacy on students' motivation to learn mathematics in the new normal. The main objective of the study is to determine if Academic Self-Efficacy and Emotional Self-Efficacy significantly influence Student Mathematics Motivation. It also seeks to describe the level of Academic Self-Efficacy, Emotional Self-Efficacy, and Student Mathematics Motivation in terms of their specific indicators and determine the relationship between Academic and Emotional Self-Efficacy and Student Mathematics Motivation. The study was conducted in selected high schools of Governor Generoso, North District, Division of Davao Oriental, with 348 student respondents selected through random sampling. Data was gathered through a descriptive questionnaire survey and analyzed using mean, Pearson-r, and multiple regression analysis. Academic Self-Efficacy, Emotional Self-Efficacy, and Student Mathematics Motivation has descriptive equivalent level of high, which means they are often manifested, oftentimes manifested, and most of the time manifested, respectively. The variables indicators have a significant relationship and has positive correlation. This indicates when the level of academic and emotional self-efficacy of the students is high, their achievement motivation can also be expected to be high and vice versa. In addition, all indicators of academic and emotional self-efficacy significantly influence student mathematics motivation, except identifying and understanding emotions one indicator of emotional self-efficacy. Thus, when there is increase in the levels of academic self-efficacy and emotional self-efficacy, the level of mathematics motivation of the students will also increase. Hence, parents and teachers should do their best to make learning fun and memorable for students. Teachers may use varied real-life situation activities that will help learners discover their full potential and make them love Mathematics subject more. DEPeD may provide teachers opportunities to develop their personal and professional skills to maintain students’ self-efficacy in terms of their academics and emotions, as these significantly influence their motivation to achieve better in their mathematics subject.
