Dulass (2018) There 4 kinds of sources of influences on self-Efficacy that people develop over time, these are

the mastery experience, vicarious experience or seeing people doing the same task and can complete that task,
social persuasion in which one is persuaded by a situation and getting adversities, setbacks, and frustration.
Lastly are inequities which have great importance in contributing to self-efficacy. Greene (2018) Self-efficacy
beliefs also vary on a certain degree of how confident you can deviate to difficult tasks. To be precise self-
efficacy is basically about the judgment of the people whether he/she can do a particular task in a particular
context. Rivera and Agustin (2020) The success or failure of students during their adolescent years will impact
their well-being, self-esteem, inspiration, and insight. Various variables affect these areas of interest in
adolescent development, particularly learning to cope with academic rigors. Greene (2018) Self Efficacy helps a
person's perception to predict and judge the degree of her confidence. It varies on if one has high self-efficacy,
then he/she will try to learn to do that certain task. Evidence shows that in the learning field self-efficacy is the
central concept whether how an individual will exert effort to learn this subject and which it helps to perceive to
control the learning.

Dulass (2018) The developed self-efficacy scale is based on four factors that affect the students, these concepts
and variables focus on the linkage of self-efficacy, which are self-regulated learning, perceived control, internal
locus of control, persistence, and competence. In addition, perceived control or internal locus of control is
highly correlated to self-efficacy and impacts students’ academic performance. Students who are active in
learning and studying and successfully use self-regulated strategies for learning will depend on the quality and
quantity of interaction with the people around them as they get experience, skill, and knowledge on
something. Rivera and Agustin (2020) Their family, school, and community had a moderate impact on their
self-efficacy. The student’s age and grade level then explain their academic self-efficacy, while their gender and
grade level explain their social self-efficacy. Dulass (2018) Competence is one of the subdomains of self-
efficacy, it is an expectancy and ability to believe in oneself competence and self-efficacy. Expectancy belief
has two factors that mold onto, these are the expectation for success and perception regards on competence.
Being competent can make someone expect to believe in themselves to do better on others, with this expectancy
belief they will rate themselves to other people on how good they are on that subject. Greene (2018) Another
source of self-efficacy is persuasion, it may not be powerful as past experiences but it helps to build up the
motivation of an individual. It gives emotional arousal to perform the given task as society expects them to try
and complete. Dulass (2018) A person's characteristics and behavior are both in learning and personality.

Greene (2018) Self-Efficacy, a more specific perception than self-concept and self-esteem, pertains
to the confidence of a person then he/she can do a certain task. It is more specific on the cognitive
appraisal approach than self-esteem, when assessing self-efficacy, it includes both cognitive and
affective information. Oluwamayowa (2014) Peer pressure is the influence a social group has on an
individual. While peers refer to the people or groups with whom an individual connects. They may or may
not be in the same age group as the individual. Peer pressure occurs when someone is forced, urged, or
restrained to behave a specific way, acquire the same ideals, or pursue similar goals, whether by an
individual or a group. An article written by Baluyot (2019), addressed that peer pressure is a common
source of stress for students that has affected the physical, emotional, and social well-being of teenagers.
Oluwamayowa (2014) Most commonly, peer pressure is thought of as negative, but it could also be a
positive encouragement to take a certain course of action. The truth about it is that it can act on any
individual, especially young people. Most of the time, peer pressure causes people to choose a certain
way of life, notably over concerns such as debates about themes such as sex, religion, rules and
regulations, career, etc.

Baluyot (2019), During the adolescent stage, a teenager tries to find another identity apart from their
family which they join a peer and cause what we call peer pressure as they struggle to fit in. Peer
pressure is a feeling of being persuaded by others or people on your age to do something. Peer pressure
affects one’s mentality, the way you are speaking and do things like dressing. Oluwamayowa (2014) It's
quite common for people to face peer pressure, as it is part of daily life. Peer pressure is mostly
experienced by young people, although it can have an impact on people's lives regardless of their gender
or age. The intensity of peer pressure generally varies with age and maturity. Peer pressure is particularly
strong in situations where there is poor parent-child communication, a strong need to fit in, and a highly
impressionable mind that is unable to distinguish between good and bad.
Local rrl

Dulass (2018) There 4 kinds of sources of influences on self-Efficacy that people develop over time, these are
the mastery experience, vicarious experience or seeing people doing the same task and can complete that task,
social persuasion in which one is persuaded by a situation and getting adversities, setbacks, and frustration.
Lastly are inequities which have great importance in contributing to self-efficacy. The success or failure of
students during their adolescent years will impact their well-being, self-esteem, inspiration, and insight. Various
variables affect these areas of interest in adolescent development, particularly learning to cope with academic
rigors.

Rivera and Agustin (2020) The success or failure of students during their adolescent years will impact their
well-being, self-esteem, inspiration, and insight. Various variables affect these areas of interest in adolescent
development, particularly learning to cope with academic rigors.

Dulass (2018) The developed self-efficacy scale is based on four factors that affect the students, these concepts
and variables focus on the linkage of self-efficacy, which are self-regulated learning, perceived control, internal
locus of control, persistence, and competence. In addition, perceived control or internal locus of control is
highly correlated to self-efficacy and impacts students’ academic performance. Students who are active in
learning and studying and successfully use self-regulated strategies for learning will depend on the quality and
quantity of interaction with the people around them as they get experience, skill, and knowledge on something.

Rivera and Agustin (2020) Their family, school, and community had a moderate impact on their self-efficacy.
The student’s age and grade level then explain their academic self-efficacy, while their gender and grade level
explain their social self-efficacy.

Dulass (2018) Competence is one of the subdomains of self-efficacy, it is an expectancy and ability to believe
in oneself competence and self-efficacy. Expectancy belief has two factors that mold onto, these are the
expectation for success and perception regards on competence. Being competent can make someone expect to
believe in themselves to do better on others, with this expectancy belief they will rate themselves to other
people on how good they are on that subject.

Rivera and Agustin (2020) A level of self-efficacy, as well as the extent of factors influencing the self-efficacy of
junior high school students, enrolled in Pagudpud Integrated School, which served as the foundation for the
development of a Learner Developmental Program. Students have capable and effective self-efficacy, with
academic self-efficacy being the highest and emotional self-efficacy being the lowest,

Dulass (2018) Perceived control or internal locus of control, a concept of Julian Rotter is one of the five
subcomponents of self-efficacy. Which explains why people think that consequences of action have a reward
to give whether it is bad or good or it impacts the behavior. With the relationship of self-efficacy, people with
perceived and has an attribute of being failure and successful, in which they think they can alter their behavior
as they want. They have extra motivation to be perceived as evidence of having high self-efficacy.

Dulass (2018) A person's characteristics and behavior are both in learning and personality. 

An article written by BALUYOT (2019), addressed that peer pressure is a common source of stress for
students that has affected the physical, emotional, and social well-being of teenagers.

During the adolescent stage, a teenager tries to find another identity apart from their family which they join a
peer and cause what we call peer pressure as they struggle to fit in. Peer pressure is a feeling of being
persuaded by others or people on your age to do something. Peer pressure affects one’s mentality, the way
you are speaking and doing things like dressing.

Foreign rrl

Greene (2018) Self-efficacy beliefs also vary on a certain degree of how confident you can deviate to difficult
tasks. To be precise self-efficacy is basically about the judgment of the people whether he/she can do a
particular task in a particular context.
Greene (2018) Self Efficacy helps a person's perception to predict and judge the degree of her confidence. It
varies on if one has high self-efficacy, then he/she will try to learn to do that certain task. Evidence shows that
in the learning field self-efficacy is the central concept whether how an individual will exert effort to learn this
subject and which it helps to perceive to control the learning.

Greene (2018) Self Efficacy helps a person's perception to predict and judge the degree of her confidence. It
varies on if one has high self-efficacy, then he/she will try to learn to do that certain task. Evidence shows that
in the learning field self-efficacy is the central concept whether how an individual will exert effort to learn this
subject and which it helps to perceive to control the learning.

Greene (2018) Another source of self-efficacy is persuasion, it may not be powerful as past experiences but it
helps to build up the motivation of an individual. It gives emotional arousal to perform the given task as society
expects them to try and complete.
Greene (2018) Proposed that self-efficacy is the shape of an individual’s perception of cues on socializing, it
came from past experiences which contribute to whether one has high or low self-efficacy to do a certain task. 
Mastering experiences are the biggest influence on having high self-efficacy, with your experience and doing
the same task can boost your confidence to do the task. But it is not always the case if those past experiences
are failures it can lead to someone having low self-efficacy.

Greene (2018) Another source of self-efficacy is persuasion, it may not be powerful as past experiences but it
helps to build up the motivation of an individual. It gives emotional arousal to perform the given task as society
expects them to try and complete.

Greene (2018) Self-Efficacy, a more specific perception than self-concept and self-esteem, pertains to the
confidence of a person then he/she can do a certain task. It is more specific on the cognitive appraisal
approach than self-esteem, when assessing self-efficacy, it includes both cognitive and affective information.

Oluwamayowa (2014) Peer pressure is the influence a social group has on an individual. While peers refer to
the people or groups with whom an individual connects. They may or may not be in the same age group as the
individual. Peer pressure occurs when someone is forced, urged, or restrained to behave a specific way,
acquire the same ideals, or pursue similar goals, whether by an individual or a group. Most commonly, peer
pressure is thought of as negative, but it could also be a positive encouragement to take a certain course of
action. The truth about it is that it can act on any individual, especially young people. Most of the time, peer
pressure causes people to choose a certain way of life, notably over concerns such as debates about themes
such as sex, religion, rules and regulations, career, etc. It's quite common for people to face peer pressure, as
it is part of daily life. Peer pressure is mostly experienced by young people, although it can have an impact on
people's lives regardless of their gender or age. The intensity of peer pressure generally varies with age and
maturity. Peer pressure is particularly strong in situations where there is poor parent-child communication, a
strong need to fit in, and a highly impressionable mind that is unable to distinguish between good and bad.