Effects of Pantawid Pamilyang Pilipino Program Towards Psychological Needs, Self-Efficacy, and Academic Performance of Senior High School Learners

Academic success among disadvantaged learners is influenced not only by economic support but also by psychological and motivational factors. This study examined the relationship between psychological needs satisfaction, self-efficacy, and academic performance among senior high school learners under the Pantawid Pamilyang Pilipino Program (4Ps) in the First District of Bohol during the School Year 2025–2026. Guided by the Self-Determination Theory of Deci and Ryan (2000) and the Self-Efficacy Theory of Bandura (1997), the study employed a descriptive-correlational research design. Data were collected from 234 participants using adapted and validated survey instruments measuring autonomy, competence, relatedness, and academic self-efficacy in terms of perceived control, competence, persistence, and self-regulated learning. Findings revealed that participants exhibited high levels of psychological needs satisfaction and very high levels of self-efficacy, while most learners demonstrated satisfactory to above-average academic performance based on their General Weighted Average (GWA). Correlation analysis indicated a significant relationship between psychological needs satisfaction and self-efficacy, suggesting that learners who feel supported, capable, and connected are more likely to develop stronger confidence in their academic abilities. The results highlight the importance of addressing students’ psychological and motivational needs to enhance academic outcomes, particularly among learners from disadvantaged backgrounds.