EXAMINING SELF-ESTEEM AS A MEDIATOR BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT GOALS AMONG TEACHER EDUCATION STUDENTS

Petrus Albert E. Rupin, Juliet A. Sandoy, John Harry S. Caballo

Abstract


College students often face various academic and social challenges that influence their motivation and success. Understanding the psychological and social factors that contribute to achievement is crucial in fostering student development. This study investigated the interrelationships among self-esteem, social support, and achievement goals, with a particular focus on the mediating role of self-esteem. Existing literature suggests that self-esteem significantly influences the formation of achievement goals. At the collegiate level, peer collaboration is common and often enhances students’ self-esteem, which may, in turn, contribute to improved academic performance and goal orientation. Using a quantitative research design, data were collected from 377 students across first to third year levels in the College of Teacher Education at the University of Mindanao. Participants responded to a structured questionnaire assessing their levels of self-esteem, perceived social support, and achievement goals. The findings revealed strong correlations among all three variables. Notably, the results indicated that self-esteem plays a significant mediating role in the relationship between social support and achievement goals.

 

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education, self-esteem, social support, achievement goals, teacher-education students, Philippines

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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6318

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