Predicting Academic Performance of College Freshmen in the Philippines using Psychological Variables and Expectancy-Value Beliefs to Outcomes-Based Education: A Path Analysis
Résumé
This study aimed to verify the relationships among psychological factors, expectancy-value beliefs, and academic performance among college freshmen from higher education institutions in the Philippines. Correlation analysis revealed that these variables are interrelated with each other. Path analysis reported that helpseeking, self-esteem, self-efficacy, and social support positively impacted expectancy-value beliefs and academic performance. Conversely, academic overload and perceived stress negatively affected expectancy-value beliefs and academic performance, while expectancy-value beliefs positively influenced academic performance. Mediation analysis showed that expectancy-value beliefs partially mediated the effects of the six psychological variables on academic performance. As a result of these findings, a predictive model for academic performance under the Outcome-Based Education (OBE) approach, incorporating psychological factors and expectancy-value beliefs, was developed.
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