Abstract
This study aimed to investigate the relationships among self-efficacy, attitudes towards specialized science (measured by the Modified Attitudes Toward Science Inventory [mATSI]), and academic performance among junior high school students. A descriptive-correlational design was employed to assess students' science self-efficacy, attitudes, and academic performance, and to examine the factors influencing these variables. Data were collected using validated survey instruments for self-efficacy and attitudes, along with students' final grades in science, and analyzed using descriptive statistics, correlation analysis, and regression analysis. Findings indicated moderate self-efficacy and favorable attitudes. Regression analysis revealed that social persuasion and emotional states strongly influenced self-efficacy, while "desire to do science" was the key predictor of attitudes. Academic performance was proficient to highly proficient based on Department of Education standards. A strong positive correlation existed between self-efficacy and attitude, but not with performance. The study recommends curriculum redesign focus on enhancing mastery and vicarious experiences, strengthening social persuasion, addressing emotional states, connecting science to real-world applications, and fostering student autonomy. Interventions should prioritize grades 8 and 9 to foster a positive learning environment, improve self-efficacy, and enhance student engagement in specialized science.
