stdClass Object
(
    [id] => 14971
    [paper_index] => 202501-01-020001
    [title] => INTERVENING EFFECTS OF GRAMMAR PROFICIENCY ON CONSIDERING BEHAVIORAL SELF-EFFICACY AND WRITING OUTCOMES
    [description] => 
    [author] => Angelica Clarice T. Dahan, Jackielou L. Linaza, Dr. Lilian B. Dupa
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => January
    [volume] => 11
    [issue] => 1
    [file] => fm/jpanel/upload/2025/January/202501-01-020001.pdf
    [abstract] => This study examines the relationships between grammar proficiency, self-efficacy, and writing outcomes among Senior High School students at San Antonio National High School. The research addresses the critical problem of students’ difficulty in producing coherent, grammatically accurate, and well-structured written work, a challenge compounded by low self-efficacy. Using a correlational research design, data were collected from 102 students via validated survey questionnaires. The study measured grammar proficiency (focusing on error detection and tense consistency), self-efficacy (confidence and resilience), and writing outcomes (clarity, coherence, grammar, and mechanics).
Key findings reveal a moderately high level of grammar proficiency and high self-efficacy among students, with significant positive correlations between grammar proficiency and writing outcomes (r = 0.852, p < 0.000), and self-efficacy and writing outcomes (r = 0.798, p < 0.000). Grammar proficiency also strongly correlates with self-efficacy (r = 0.852, p < 0.000), indicating its foundational role in fostering confidence and resilience in writing tasks.
These findings underscore the interplay between cognitive (grammar skills) and affective (self-efficacy) factors in shaping writing performance. The study highlights the need for explicit grammar instruction, self-efficacy-building strategies, and targeted interventions to enhance students' writing skills. Implications suggest that curriculum designers, educators, and policymakers should prioritize integrated approaches that address both grammar and self-belief to improve academic writing outcomes.

    [keywords] => 
    [doj] => 2025-01-30
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 139
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
Error fetching PDF file.