https://hdl.handle.net/20.500.12852/133 Sat, 14 Nov 2026 04:13:47 GMT 2026-11-14T04:13:47Z https://hdl.handle.net/20.500.12852/3985 Demographic and psychosocial predictors of academic performance of tertiary students in the new normal: Bases for the development of psychosocial support program Alvarado, Arjay Y. This study investigated the demographic and psychosocial predictors of academic performance among 374 tertiary students enrolled during the second semester of Academic Year 2024–2025 at a state university in Negros Occidental, Philippines. Utilizing a relational research design, the study examined the influence of demographic variables (sex, household monthly income, place of residence, year level) and psychosocial variables (personality traits, perceived social support, and positive mental health) on students’ self-reported Grade Point Averages (GPA). Instruments used included the BFI-2-S for personality, the Multidimensional Scale of Perceived Social Support, and the Positive Mental Health Scale. Descriptive statistics, correlation analysis, and multiple regression revealed that the respondents had an “Average” level of personality traits, “Above Average” perceived social support, and “Very Good” academic performance. Significant correlations were found between academic performance and agreeableness, conscientiousness, openness to experience, and positive mental health (inverse). Sex, household income, and year level also showed significant associations. Regression analysis indicated that being female, belonging to higher income brackets, and scoring high in openness significantly predicted better academic performance, while being in the third year negatively predicted GPA. Based on these findings, a psychosocial support program—SAMPAGUITA—was developed to address the academic challenges and enhance the strengths of students, particularly focusing on personality development, gender-specific academic needs, mental health regulation, and financial support structures. Abstract only Tue, 01 Jul 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3985 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3981 Enablers and barriers of research engagement among registered guidance counselors in Higher Education Institutions in the Philippines Ganub, Calvin Dave D. Registered guidance counselors working in higher education institutions were investigated about their engagement in research for this study. The explanatory sequential mixed method design was utilized, integrating (161) survey respondents' responses with (10) in-depth interviews that delved into the participants' life narratives regarding their engagement in research for the academic year 2022–2023. There is an association between tenure, personal, social, and overall factors, and enablers of research engagement. Also, there is an association between personal, social, and organizational factors and barriers of research engagement among registered guidance counselors. "Presence of research-related training/webinars" (<i>M</i> = 3.11) is the response with the highest mean, reflecting the institutional assistance provided by their university. Three themes emerged as a result of the study. Theme 1 Setting the Right Directions: Enablers of Research Engagement of Registered Guidance Counselors, Theme 2. Hindering the Process: Barriers of Research Engagement of Registered Guidance Counselors, and Theme 3: Keystone to Guidance Counselors' Successful Research Engagement: School Administration Intervention Support to encourage registered guidance to become more involved in research, a program of intervention was developed. Abstract only Tue, 01 Jul 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3981 2025-07-01T00:00:00Z https://hdl.handle.net/20.500.12852/3713 Students' learning attitude and classroom performance as influenced by teachers' behavior: Bases for an intervention plan Xue, Haiying This study aimed to examine the influence of teachers' behavior on students’ learning attitude and classroom performance which served as the basis for the development of an intervention plan. A total of 160 purposively selected second-year students from Business English and International Logistics Management majors participated in the study. Using a validated and pilot-tested researcher-made online questionnaire, data were collected on student demographics, perceptions of teacher behavior, learning attitudes, and academic performance. The study employed a survey-correlational design, with data analyzed using descriptive statistics and non-parametric tests at a significance level of α = 0.05. Findings revealed that students generally perceived their teachers’ classroom behavior as moderate and their own learning attitudes and academic performance as moderately good. No statistically significant differences were observed in these perceptions across sex, major, place of origin, or family income. However, moderate positive correlations were found between teachers’ behavior, students’ learning attitudes, and perceived academic performance. These results highlight the importance of positive teacher behaviors in shaping student engagement and outcomes. Based on these findings, an intervention plan was developed, focusing on teacher professional development, student support mechanisms, and the promotion of inclusive, emotionally supportive classroom environment. Abstract only Thu, 01 May 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3713 2025-05-01T00:00:00Z https://hdl.handle.net/20.500.12852/3705 Self-affirmation, interpretation bias, and level of anxiety among college students: Bases for the development of an intervention program Yin, Chenzu The purpose of this study was to determine the self-affirmation, interpretation bias, and level of anxiety among college students as the bases for the development of an intervention program. It further determined the relationship among self-affirmation, interpretation bias, and anxiety level of college students. The participants of the study were 368 college students at a university in Guangxi. The results showed that the participants' general anxiety, state anxiety, trait anxiety, and negative interpretation bias were at a low level. The level of self-affirmation and positive interpretation bias was high. Boys and girls had poor self- affirmation, positive interpretation bias, and girls scored significantly higher than boys. The general anxiety and trait anxiety levels of freshmen were significantly higher than those of sophomores and juniors. State anxiety and positive interpretation bias of liberal arts students were significantly higher than those of science students. The state anxiety level of rural college students was significantly higher than that of urban college students. The trait anxiety level and self-affirmation in the student cadre were significantly higher than those in the non-student cadre. The level of self-affirmation and positive interpretation bias was negatively correlated with general anxiety, state anxiety, and trait anxiety. Negative interpretation bias was positively correlated with general anxiety, state anxiety, and trait anxiety. It is suggested that the university should build a positive, confident, and harmonious campus to create full participation, full tracking, and all-around implementation of the mental health education atmosphere for college students. Abstract only Tue, 01 Apr 2025 00:00:00 GMT https://hdl.handle.net/20.500.12852/3705 2025-04-01T00:00:00Z