Abstract:
This study determined the influence of psychological factors on the academic performance of the pupils in selected elementary schools in San Miguel North District, San Miguel, Bulacan during the School Year 2022-2023. With explanatory sequential mixed methods as research design and 408 public elementary school pupils as respondents of the study, findings showed that the pupils strongly agreed that they possess the self-regulating capacity in terms of environment control and agreed that they have self-regulating capacity in terms of commitment control, satiation control, and emotion control. Among the self-directed learning strategies, the pupils considered time management as always true for them. Meanwhile, pupils stated that self-esteem frequently helped them to achieve higher academic performance. On the other hand, pupils' Self-Efficacy as to Perceived Control was assessed by the pupils as always true of them. The academic performance of the public elementary school pupils was generally described as "satisfactory". Based on the findings of the study, there is a significant relationship between psychological factors and public elementary school pupils' academic performance. Psychological factors such as learning strategy, self-regulating capacity, self-directed learning, self-esteem, and self-efficacy were significantly correlated to pupils' academic performance.
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