Abstract
This study examines the relationship between self-regulation and math self-efficacy among secondary public school students in Trece Martires City, Philippines, in the context of persistent challenges in mathematical proficiency. Despite the recognized importance of self-regulation—defined as the ability to monitor and control one's learning processes—and self-efficacy—the belief in one's capacity to succeed—Filipino students continue to underperform in mathematics, as evidenced by the country's low ranking in the Programme for International Student Assessment (PISA). Using a quantitative descriptive-correlational design, this research assessed 60 students through a validated questionnaire to measure their levels of self-efficacy and self-regulation in mathematical concept processing. Results indicated generally positive self-efficacy (mean = 3.22) and strong self-regulation (mean = 3.34), with a small but statistically significant positive correlation (r = 0.22, p = 0.032) between the two constructs. The findings suggest that enhancing both self-efficacy and self-regulation through targeted interventions—such as strategy training, teacher support, and reflective learning practices—could improve students' mathematical performance. This study contributes to the broader discourse on educational strategies in the Philippines, advocating for integrated approaches that address psychological and behavioral factors in learning.
