Academic Self-Efficacy and Motivation as Predictors of Engagement Among B’laan Learners

This study examined the predictive influence of academic self-efficacy and academic motivation on academic engagement among B’laan learners in Alabel 2 District, Division of Sarangani, during the School Year 2025–2026. The study was conducted to address the limited empirical evidence on the psychological factors influencing academic engagement among Indigenous learners in the Philippine educational context. Grounded in Bandura’s Social Cognitive Theory and Deci and Ryan’s Self- Determination Theory, the research sought to determine the levels of academic self-efficacy, academic motivation and academic engagement, examine the relationships among these variables and identify the extent to which academic self-efficacy and motivation predict engagement. A descriptive-correlational research design with regression analysis was employed. Data were collected from 400 Grade 5 B’laan learners selected through stratified random sampling using standardized and culturally adapted survey questionnaires. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression analysis. The findings revealed that the respondents demonstrated very high levels of academic self-efficacy, academic motivation, and academic engagement. Significant positive relationships were found among the variables. Regression analysis further showed that both academic self-efficacy and academic motivation significantly predicted academic engagement, with academic self-efficacy, particularly persistence, emerging as the strongest predictor. The findings underscore the importance of strengthening learners' confidence and motivation through culturally responsive and inclusive educational practices. The study concludes that enhancing these psychological factors may improve academic engagement and support better educational outcomes among Indigenous learners.