The search for the best ways to improve student learning attitude and academic interest in physics to understand its complexity was done even before the adaptation of blended learning. With this, students self-efficacy in learning this subject matter becomes an interesting variable to explore, given that there is a change in the instruction delivery. The general purpose of this study is to determine which indicators of learning attitude and academic interest significantly influence the self-efficacy of students in the Science, Technology, Engineering, and Mathematics (STEM) strand. It also explores the significant link between learning attitude and academic interest to self-efficacy in Physics that will have an impact on students learning towards the subject. The researchers utilized a non-experimental particularly a descriptive correlational design in quantitative research using statistical tools such as mean, Pearson product moment correlation of coefficient, and linear regression. To answer the main objective of this study, a modified survey questionnaire was provided to the 100 invited respondents having a Likert 5-point scale. It was found out that negative attitudes under learning attitude and perceived ease of use with learners involvement for academic interest significantly influenced students self-efficacy in learning Physics. It further shows that academic interest is highly correlated with learning self-efficacy in this subject matter. Learning attitude is sometimes evident among the respondents while academic interest and self-efficacy showed often observable. From these results, teachers should design effective learning strategies and continue motivating their students to engage in class discussion, as they express that they can get good results in learning Physics. Students should also develop a liking for this subject matter to learn actively without having any second thoughts even though it is challenging for them. Lastly, the findings of this study have significant implications for future research in the field of Physics education. Building upon the findings, future researchers can explore other factors that influence students behavior and identify additional variables that contribute to the learning process. By doing so, future studies can be strengthened, leading to a more comprehensive understanding of the topic.