Abstract
Sleep quality is a critical factor in students' overall well-being and academic performance, influencing cognitive function, concentration, and motivation. Academic self-efficacy, on the other hand, plays a key role in students’ confidence in their ability to succeed academically. Given the demands of senior high school education, understanding how sleep quality impacts students’ academic self-efficacy is essential for educators and policymakers in developing strategies to enhance both academic performance and student well-being.This study employed a mixed-method approach, incorporating both quantitative and qualitative elements. The quantitative aspect utilized a descriptive-comparative-correlational survey design to analyze statistical relationships between sleep quality and academic self-efficacy. However, while qualitative methods were mentioned, the specific steps in gathering and analyzing qualitative data were not extensively detailed, which may require further refinement in future studies. The results showed that students at Saint Mary’s University Senior High School generally experience poor sleep quality yet exhibit good academic self-efficacy. There was no significant difference in sleep quality when grouped by sex, track, grade level, or academic performance. Similarly, academic self-efficacy showed no significant difference across sex, track, and academic performance, though there was a significant difference in self-efficacy between different grade levels. Lastly, sleep quality and academic self-efficacy were found to be correlated, suggesting that even with poor sleep, students may still maintain high academic self- efficacy.
