Abstract
This study examined the relationship between culture-based practices, self-efficacy, and academic resilience among Grade 8 students in rural public high schools. It aimed to determine how these practices influenced students' confidence, motivation, and ability to overcome academic challenges. Using a descriptive-correlational research design, data were collected through a structured survey and analyzed using means and Spearman Rho correlation tests. Findings indicated that students exhibited high engagement in culture-based practices, contributing to their confidence, goal-setting, and ability to cope with academic pressure. Academic resilience, particularly in perseverance and emotional response, was also high. A significant positive relationship emerged between culture-based practices, self-efficacy, and academic resilience. The study concluded that integrating culture-based practices enhanced students' self-efficacy and resilience, emphasizing the need for schools to adopt culturally responsive teaching methods and support programs that foster students’ confidence, perseverance, and cultural identity to improve academic success.
