Date of Completion


Document Type

Research Project

Degree Name

Grade 12


Academic Anxiety, learner autonomy, positive learning, self-efficacy


The complexity of student’s experiences varies from one context to another, and educators should determine the desired learning needs of their students. This study aims to examine whether Academic Anxiety mediates the relationship between self-efficacy and learner’s autonomy among 200 participants from De La Salle Medical and Health Sciences Institute. This study utilized predictive cross-sectional design and mediation model. The results show that students exhibited high self-efficacy and learner autonomy and moderate Academic Anxiety. Also, the results indicate that there are significant relationships between self-efficacy and Academic Anxiety, self-efficacy and learner autonomy, and Academic Anxiety and learner autonomy. Furthermore, the findings show that Academic Anxiety mediated the relationship between self-efficacy and learner autonomy and that Academic Anxiety influenced how students believed in their capabilities and felt confident to succeed academically, a key indicator in increasing learner’s autonomy. This also implies that enhancing student’s selfefficacy can influence the way they process their experiences and develop independent learning. The study recommends that (1) educational institutions provide a positive learning environment that initiates challenges and promotes positive academic behaviors; (2) schools implement strategies in improving curricula by partnering up with national and international organizations to provide symposia, seminars, and talks; and (3) that future researchers explore other aspects of this research (number of participants, interview questions), and explore variables that may further influence Academic Anxiety and Learner's Autonomy.

First Advisor

Lord Joseas C. Conwi