Abstract
Students’ motivation, attitude, and self-belief play a contributory role in shaping how well they understand and perform in science. This study examined the relationship between students’ attitude, motivation, and self-efficacy, and their science proficiency at a Public Secondary School in the Division of South Cotabato during the 2024–2025 academic year. A total of 206 junior high school students from Grades 7 to 10 participated in the study. A descriptive-correlational research design was employed, utilizing a validated Likert-scale questionnaire to measure the affective variables and academic records to determine science proficiency. Descriptive statistics showed that students had a positive attitude (M = 3.77), a high level of motivation (M = 4.01), and a moderate level of self-efficacy (M = 3.45). More than half of the respondents (52.4%) were classified under the developing level of science proficiency. Spearman Rank Correlation revealed significant positive relationships among the three affective variables: attitude and motivation (r = .597, p < .01), motivation and self-efficacy (r = .531, p < .01), and attitude and self-efficacy (r = .487, p < .01). Furthermore, both motivation (r = .531, p < .01) and self-efficacy (r = .487, p < .01) showed significant correlations with students’ science proficiency. Results indicated significant differences in affective traits based on sex and grade level. These findings affirm the integral role of affective factors in science learning and underscore the need for pedagogical strategies that enhance students’ emotional engagement and confidence, particularly in public secondary school settings.
