Correlation between Research Self-Efficacy, Student Engagement, and Research Mentoring and the Writing Skills of College Students on Non-Board Courses

Abstract

Aims: To determine the significance of the relationship between research self-efficacy, student engagement, and research mentoring, and the writing skills. Study Design: This study employed correlation design. Place and Duration of Study: The study was conducted at Samal Island City College, a recognized higher education institution. Methodology: The study was participated by 218 respondents selected through simple random sampling. Statistical tools, including mean, and Pearson-r, were employed to analayze the data. Results: Results revealed no link between determinants and criterion variables. Conclusion: Bandura’s Social Cognitive Theory describing human functioning as the interaction of environmental, behavioral, and personal cognitive factors, emphasizing the roles of observational learning, self-efficacy, and self-regulation in shaping behavior, is completely denied. Thus, future research may be explored using other variables not covered in this study to further examine Social Cognitive Theory. Mixed-method or exploratory study may be undertaken to generate themes that may be utilized as variables intended to the above mentioned recommendations. Institutions may consider redirecting or modifying the focus on the aforementioned variables within school programs to develop more effective resources and strategies for improving students’ writing skills.