Levels of Self-Efficacy of Student-Mother

LEVELS OF SELF-EFFICACY OF
STUDENT-MOTHER
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Volume: 16
Pages: 887-902
Document ID: 2024PEMJ1510
DOI: 10.5281/zenodo.10570627
Manuscript Accepted: 12-28-2023
Psych Educ, 2024, 16(8): 887-902, Document ID:2024PEMJ1510, doi:10.5281/zenodo.10570627, ISSN 2822-4353
Research Article
Levels of Self-Efficacy of Student-Mother

Angel Lhi D. Alcalde,* Heavenly Faith C. Cantomayor, Johanah M. Dagadas,
Jenie F. Hernane, Clyde Allyah C. Tuya
For affiliations and correspondence, see the last page.
Abstract
The study aimed to determine the levels of self-efficacy of student mothers in terms of emotional strain, time
management, and financial condition to identify their coping mechanisms. The descriptive-correlational design was
used in this study. The investigations were conducted at Notre Dame of Midsayap College on thirty-three (33) college
student-mothers. A researcher-made questionnaire was used in data gathering. Frequency and percentage distribution,
weighted mean and standard deviation, ANOVA, T-test and were used in treating the data. This study answered the
following problems: (1) What is the socio-demographic profile of the respondents with regard to age, civil status, and
income? (2) What is the level of self-efficacy in terms of emotional strain, time management, and financial condition?
(3) What are the coping mechanisms of the student-mother? (4) Is there a significant difference in the levels of self-
efficacy among student-mothers in terms of age, civil status, and family monthly income? (5) Is there a significant
relationship among the levels of self-efficacy of student-mothers in terms of their demographic profile, and there was
a significant relationship between the levels of self-efficacy and the coping mechanism of students? The study also
revealed no significant difference between the demographic profile of the respondents and the levels of self-efficacy
in student-mother, and there was a significant relationship between the levels of self-efficacy and the coping
mechanism of a student-mother.
Keywords: levels of self-efficacy, student-mother, coping mechanism, financial condition, emotional strain, time
management
Introduction
Self-efficacy is an essential aspect of life to have a better life. To have a high level of self-efficacy is something that you feel good
about yourself, and then if you have a low level of self-efficacy, it is something that you feel bad about yourself, which is not good.
Due to the world's current problems, most persons in this circumstance are student-mothers. Teenage pregnancy is a global concern,
marked by well-documented causes and significant health, social, and economic consequences.
While there has been a global decline in the adolescent birth rate (ABR), the pace of change varies across regions. Disparities exist
both between and within countries, with teenage pregnancy more prevalent among individuals with lower educational attainment and
socioeconomic status. According to the United Nations Department of Economic and Social Affairs (2019), the global ABR has reduced
from 64.5 births per 1000 women in 2000 to 42.5 births per 1000 women in 2021. However, this decline is unevenly distributed
worldwide, with Southern Asia experiencing the sharpest drop and Latin American and Caribbean (LAC) and sub-Saharan Africa
(SSA) regions seeing slower declines. Despite progress, SSA and LAC still report the highest global rates at 101 and 53.2 births per
1000 women, respectively, in 2021. Addressing the challenges of teenage pregnancy extends beyond statistics. According to Bhatti et
al. (2021), the juggling act faced by student researchers who are also parents is particularly demanding. This struggle is amplified for
international student parents navigating a new environment, grappling with cultural expectations, interpersonal dynamics, and
institutional biases. The complexity of balancing academic pursuits, parenting responsibilities, and maintaining a supportive partnership
can be especially daunting for those far from their home countries.
As per data from the Philippine Statistics Authority in 2013, less than half of young women aged 20 to 24 were already mothers, and
only four percent were expecting their first child. It's worth noting that these age brackets correspond to the typical age range of college
students. The desire to pursue an education and make the best decisions that affect their future is one of the most important commitments
a student can make. Many of the student-mothers continue studying now despite experiencing conflict.
Many of the students became mothers during their college years, which affected their self-efficacy due to the demands and pressure of
society while maintaining emotional health, managing time, and sustaining financially while pursuing education. This drives the
researchers' eagerness to pursue the study to determine and explore the levels of self-efficacy of student-mothers. Finally, the
researchers determined whether age, civil status, and income might affect their levels of self-efficacy and how the student-mother can
maintain their emotional health in stressful roles, manage time in both roles as a student as well as a mother, and sustain financially
with or without a partner and income.
Alcalde et al. 887/902

Research Article
Research Questions
This study focused on determining the self-efficacy of the student mother. It aimed to answer the following questions:
1. What is the socio-demographic profile of the respondents with regard to
1.1 age
1.2 civil status, and
1.3 income?
2. What is the level of self-efficacy of the respondents in terms of:
2.1 emotional strain,
2.2 time management, and
2.3 financial condition?
3. What are the coping mechanisms of student-mother?
4. Is there a significant difference in the levels of self-efficacy of student-mothers when grouped according to age, civil status, and
monthly income?
5. Is there a significant relationship between the levels of self-efficacy and the coping mechanism of student-mother?
Literature Review
Self-Efficacy
According to Bubić et al. (2020), Parental self-efficacy predicted perceived control over education and avoidance goals; however,
parental involvement influenced observed academic control, mastery approach, and work avoidance goals. The results presented
support and extend prior research on the Parental participation in children's educational outcomes is vital.
According to a study published in the Journal of World English and Educational Practices (2021), participants' data revealed five key
concepts: the significance of womanhood and motherhood, the experience of being a teenage mother, the importance of pursuing
dreams, the challenges faced in their studies, and the impact of education on their lives. All participants agreed on the resilience of
women in the face of challenges. Additionally, the mothers of the participants were noted for their independence in sustaining their
children without relying on males. The participants associated the term " mother " with love and sacrifice. The lived experiences of
these student mothers served as inspiration, showcasing their ability to lead fulfilling lives as both exemplary mothers and dedicated
scholars.
Similarly, Bong et al. (2012) conducted a study and found that self-beliefs, including self-efficacy and self-concept, are reliable
indicators of task value. Another model, the Educational Situation Quality Model (Doménech-Betoret et al., 2014; known as MOCSE
in Spanish), shares similarities with E-VM. Both models are grounded in the social cognitive perspective of motivation, highlighting
the crucial role of expectancy-value variables in predicting student outcomes. They also emphasize self-belief constructs, such as self-
efficacy, self-concept, and self-esteem.
The majority of the measures employed by researchers to examine motivational beliefs, according to Wigfield et al. (2010), are student
self-report measures. Self-report assessments, on the other hand, can be troublesome, particularly for young children or pupils who
declare that education is unimportant to them. As a result, we believe it is critical to combine quantitative and qualitative methodologies
in order to decrease biases and acquire more complete information about students' beliefs.
According to Sadi et al. (2013), Stronger self-efficacy makes people more likely to rely on themselves to tackle challenging problems,
be patient while doing so, and put in more effort and persevere for a longer time. As an outcome, self-efficacy appeared to be as one
of the primary predictors of academic accomplishment among kids. According to Albalawi et al. (2021), feeling discouraged is the
absence of interest, passion, and readiness to undertake action as a result of specific unfavorable factors. Furthermore, the ability to
learn and innovate includes skills, knowledge, skills, and attitudes.
Gundel et al. (2019) delved into the application of mixed reality in enhancing self-efficacy for pre-service teacher education,
specifically focusing on learning skills. In China, self-efficacy correlates with an individual's confidence in their abilities and
commitments. Low self-efficacy, on the other hand, is linked to setbacks in attempts and capabilities. The significance of self-efficacy
in influencing learning capacity and academic achievement cannot be overstated. A student's learning capacities are crucial for
mastering a language, warranting ongoing research in this area. Educational institutions play a critical role in cultivating aspects of
self-efficacy to enhance learning capacity.
Ulenski et al. (2019) assessed the validation and development of literacy coaching to survey the impact of self-efficacy on students'
learning skills. Individuals attain high levels of self-efficacy through persistent effort and commitment. Students with robust self-
efficacy substantially and positively influence addressing their learning deficiencies.
Van Rooij et al. (2019) argued that variables linked to self-efficacy should be encouraged in China's educational settings to facilitate

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the completion of academic tasks and enhance educational performance. The study identified sources of instructors' self-efficacy in
teaching careers that impact demotivation. Fostering self-efficacy holds significant value for mitigating demotivation among pre-
service English learning students, emphasizing the importance of students becoming acquainted with self-efficacy to overcome
challenges and attain higher goals.
Harrison et al. (2018) investigated the importance of self-efficacy capacities, engagement, and access for the development of learning
abilities. Academic self-efficacy emerged as a crucial factor with a notable positive effect on student demotivation. Implanting self-
efficacy in students is likely to result in successful learning, academic performance, and motivation. Active engagement and the
cultivation of self-efficacy are integrated and dominant strategies influencing student demotivation.
Afshari et al. (2021) explored the intellectual capital and self-efficacy learning skills contributing to an improved corporate
environment. Effective procedures and modalities promoting motivational and cognitive approaches to self-efficacy address the
emotional aspects of Chinese students' triumphs and motivation. Organizing learning processes to promote self-efficacy development
empowers ordinary students to overcome poor learning capacities. This discussion leads to the formulation of the following hypothesis.
According to Lianto (2019), self-efficacy is pivotal for achieving success, influencing behavior selection, effort exertion against
obstacles, and approaches to problem-solving. Individuals with high self-efficacy exhibit increased engagement in organizational
activities, intensified involvement in the work environment, creativity in finding solutions during group work, and a strong work ethic
due to a robust belief in their abilities. Indifference is a key factor, impacting receptivity to finding answers to difficulties and
influencing anticipated behavior. Accordingly, parental self-efficacy is when parents who believe they are more capable of fulfilling
their role as parents use more positive and adaptive parenting techniques and are happier with their parenting than parents who believe
they are less capable (Kereste et al., 2011).
Attrition may not only be tied to an individual's beliefs about academic self-efficacy but also to their confidence in handling other
significant responsibilities. The beliefs in parenting self-efficacy are likely influential because success, as perceived by student parents,
is connected to both their academic and parental duties (van Rhijn, 2012). This study aims to explore the correlation between self-
efficacy beliefs and satisfaction in school, family, and life. Additionally, it examines the perceived ability of participants to manage
multiple roles, such as maintaining a balance between school and family responsibilities, in the experiences of student parents during
their university attendance. Recent attention has been given to the impact of parents' mental health and self-efficacy on their children's
emotional and social development (Davis et al., 2020; Lawrence et al., 2020; Maria et al., 2020).
According to Crain (2010), low self-efficacy levels can be connected with emotions of doubt and may also lead to sadness. Crain
(2010) highlighted self-efficacy as a propelling element behind the motivation that might influence individuals to react to difficult
circumstances. The role of self-efficacy in a household setting has the ability to significantly influence the interactions of all family
members, both objectively and subjectively, and eventually affect the development of children through both direct and indirect methods.
Parental self-efficacy can also modulate other factors influencing parenting quality, such as child temperament, mother depression,
social support, and poverty (Miller, 2011). For example, if a mother's social support and financial resources are restricted, a high level
of parental self-efficacy might function as a protective factor, assisting her to maintain and improve parenting quality despite contextual
constraints. As a result, it is critical to have a deeper understanding of parental self-efficacy and the factors that both promote and
inhibit such levels.
Doménech-Betoret et al. (2014) simultaneously considered all variables and structural models based on the expectancy-value theory in
their study. This approach provides significant evidence supporting the mediating role of motivational expectancy-value variables in
the connection between students' self-beliefs (such as self-efficacy, self-concept, self-esteem, etc.) and student outcomes. A university
study revealed that students' academic self-efficacy had a notable and direct influence on expectations for success, positive educational
demands, and anticipated dedication (cost), with expectations for success directly impacting preventive strategies (student outcomes).
Additionally, avoidance methods were significantly and directly influenced by the relevance of the subject (student data). Similarly,
Bong et al. (2012) found that task value and test anxiety significantly affected the relationships between self-efficacy and achievement
in a school setting.
Emotional Strain
Unhappiness and fatigue often result from the pressure of managing family and academic responsibilities, a situation referred to as a
'time squeeze' (Augustine et al., 2018). Additionally, being both a mother and a student can lead to financial strain (Nikolaeva, 2018),
time limitations (Sallee, 2015), role conflict, and physical or mental stress (Kreischer, 2017). According to Taukeni (2014), student
mothers may experience emotions such as anger, loneliness, restlessness, and an overall sense of insufficient time to fulfill both
motherly and student obligations.
Mothers with adolescent and young children face similar psychological demands as those with younger dependent children.
Researchers suggest that the living arrangements, including the time spent with their mother, can influence high-risk behaviors, mental,

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and emotional health in adolescence and pre-teen children (Dunifon & Gill, 2013).
According to Zhang (2011), the inability of female students in the United States to be excellent parents as well as excellent students
created anxiety and depression. Brooks (2014) believed that psychological reactions such as anxiousness were influenced by
circumstances that made people believe they made atypical choices.
Stress induces psychological issues in students, adversely affecting their overall well-being and individual learning experiences
(Hjeltnes, Binder, Moltu, & Dundas, 2015).Over 25% of college students, according to the American College Health Association, had
a professional diagnosis or treatment for a mental health issue in the preceding year. Anxiety and sadness are the two mental health
conditions that college students experience the most frequently. The National Alliance on Mental Illness reports that more than 11%
of college students have received an anxiety diagnosis or treatment, and more than 10% have had a depression diagnosis or
identification (NAMI, 2014).
According to Jamisola et al. (2013), single-parent students face more pressure than other students. A lot of them ended up unable to
finish college at all.Student-mothers face emotional stress and negative feedback within the learning community, implying that
education is the top priority (Smith, 2019).
According to Shaik (2013), pressure from peers and the school environment has an impact on the emotions of student mothers. If they
want to return to school, student-mothers must be informed of the potential obstacles.
While parenting presents significant challenges, two out of the four participants in this study find inspiration to continue their studies
despite the difficulties of raising children. This aligns with Cabaguing's (2017) findings that motivations and inspirations drive
individuals to persist, and Beeler (2018) discovered that student mothers' children, while posing challenges, also serve as a source of
motivation and inspiration to pursue postsecondary education.
In the absence of societal support, individuals are more likely to experience feelings of anxiety, humiliation, anger, stigma, isolation,
and diminished self-esteem (Berg &Mamhute, 2013). The stress and trauma experienced by student mothers, as noted by Egenti and
Omoruyi (2011), can result in emotional, mental, and physical aversions to the academic program.
Affum et al. (2013) highlight that exposure to such stresses triggers the release of certain hormones by the adrenal glands, leading to
an increase in heart rate and blood pressure, as well as changes in skin conductivity. Consequently, coping mechanisms become
essential for managing the situation to prevent overwhelm and ensure attendance at examinations.
Time Management
As per Fernado (2019), balancing the roles of being a student and a parent poses considerable challenges for them, with most finding
it difficult to complete and submit their educational obligations.The mission's difficulty is not a major concern, but it appears that the
largest challenge is a lack of time to complete these chores. We are full-time babysitters when the kids get home from school. We assist
them with home duties when they have free time. They must set aside extra time to assist. They couldn't sleep at night till the baby fell
asleep totally. Babies wake up frequently during the night for a variety of reasons, the most prevalent of which are hunger or discomfort.
As Cabaguing (2017) observed, these student mothers encountered a demanding yet fulfilling dual role, and their experiences have the
potential to inspire and empower other mothers who are students to persevere in their education. According to Vyskocil (2018), her
study's findings revealed that practically all respondents were compelled to choose between attending school and family activities and
being present at times in order to attain optimal performance in both categories of competing identities. Respondents reported conflict
when compelled to shift between roles and identities, making it difficult for student parents to maximize performance in any core area
of personal or professional development. Finally, student mothers' speeches revealed how they perceived other people's perceptions of
their in-class performance, class status, and professional trajectory of their achievement when forced choice resulted in their absence
or delay in a course or inability to participate in group class activities. Student moms were discovered by their story teachers, who
ridiculed them in front of their peers for having to bring a child to school or penalized them for bringing a child into an unacceptable
setting with content that was not considered child-friendly. Student mother narratives revealed dissatisfaction with being forced to
choose between being a parent and being a student when they felt obligated to do both tasks concurrently, with little assistance to do
so.
As noted by Taukeni (2014), mothers, particularly students, encounter significant challenges in effectively managing their time between
their children, partners, family, friends, and academic studies. The involvement of student mothers in early parenting amplifies the
complexities they confront.
The study by Zhang (2011) emphasizes that student mothers often have to divide their time to fulfill multiple roles. The cultural context
of motherhood may lead individuals to prioritize one duty over another, introducing potential challenges for student mothers.
Potocnik (2017) outlined strategies for effectively handling these dual responsibilities. Recommendations include practicality, focusing
on one task at a time, understanding priorities, maintaining open communication with teachers, strategic planning, and recognizing the

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importance of taking breaks despite a hectic schedule.

Participants in the current study reported having trouble managing their time, which made it difficult to develop a meaningful bond
with their infant. According to Taukeni (2014), the primary problems for student mothers include a lack of time to balance studies and
parental obligations. As outlined by Marandet and Wainwright (2010), a primary challenge for students with dependents, particularly
mothers, revolves around time constraints and scheduling. Student mothers often find themselves needing to sacrifice one role to fulfill
the demands of another.
College students who are active in early motherhood have a variety of obstacles since these twin activities (parenting and schooling)
are difficult to balance (Syuraini, 2020). These encompass expectations and responsibilities, both external and self-imposed, that pose
obstacles to their academic achievements.
Cabaguing (2017) and Moghadam et al. (2017) concurred, highlighting a range of challenges faced by student mothers, such as
conflicting expectations, financial constraints, societal stigma, and self-neglect. Consequently, student mothers may grapple with
prioritizing competing demands.
Bosch (2013) emphasized that success for student mothers often requires making significant sacrifices, including reducing socializing
and rest time unless directly related to academic requirements. This is due to additional responsibilities, such as preparing for the next
day, tending to the needs of children, and catching up on academic tasks.
According to Ajandi (2011), effective self-management for a student-mother involves foregoing certain recreational events organized
for students by instructors, departments, and university authorities. Many student-mothers may also compromise on sleep hours, making
up for time lost during the day to attend to their child's needs by staying up late at night or waking up early when the child is asleep.
According to Ajandi (2011), the woman will need to follow a regular schedule so she understands when she can focus on her education
and when she can be available to her family. Much has been published regarding role conflict in student parents, as well as how they
handle academic, home, and professional commitments while they are 'time-poor' (Moreau & Kerner, 2015).
Financial Condition
Financial challenges are indeed among the hurdles faced by student mothers. In this study, two out of the four student mothers
acknowledged grappling with financial difficulties. This observation aligns with the findings of Vyskocil (2018).
Mothers, as indicated by Dunifon and Gill (2013), are more inclined to seek employment to contribute towards financing their children's
education or to view employment as a means of enhancing their social status.
Saving behaviors include, according to Kelly et al. (2017), routinely saving money, setting away emergency cash, and contributing to
investments and retirement. Direct and indirect answers were used to study college students' saving behavior. When asked indirectly,
college students could perceive the value of saving, but when asked directly about their own finances, they did not always exhibit these
behaviors. Mothers commonly engage in employment to financially support their children's education (Erk, 2013) or enhance their
social status (Dunifon & Gill, 2013; Moinifar, 2011).
Education, without a doubt, is an instrument of empowerment and growth. To be able to develop greater abilities, meet employers'
expectations, enhance their revenue-generating capacities, contribute more towards their family's expenses for living, and establish a
better future for themselves and their children, women's economic participation is critical in any society (Adofo, 2013; Forster & Offei-
Ansah, 2012; Leaman, 2015).
Miller, Gault, and Thorman (2011) reported that nearly 25% of students enrolled for credit at American postsecondary institutions in
2008 were parents with dependent children. These students face substantial challenges in maintaining enrollment and graduating,
including a lack of affordable child care, balancing educational demands with employment and family responsibilities, and financial
constraints that hinder their enrollment. Student parents are more prone than typical students to anticipate that financial challenges will
compel them to drop out of college.
Lee (2017) indicated that the overall poverty rate for single-mother households in 2016 was 35.6%, almost five times higher than that
of married-couple families (6.6%). Over one-third of these families live in poverty and are at risk of homelessness. In the nationwide
count of homeless families, approximately 60% were led by single women, constituting 21% of the total homeless population. Across
all income brackets, single mothers are the demographic most likely to lack health insurance. Recent data indicates that 14.6% of single
mothers did not have health insurance, compared to just over 7% of women in two-parent households. With more than half of their
income allocated to housing and a third to child care, single mothers, especially those with limited financial support, face challenges
in pursuing their education, leaving them with insufficient funds for educational expenses. Only one-third of single mothers hold a
college degree, and one-sixth do not complete high school.
Wang, Parker, and Taylor (2013) identified significant financial disparities among different demographics of single parents using 2011

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financial data. Never-married single mothers had the highest average household income at $17,400, while widowed, divorced, or
separated single mothers in the next category had a median family income of $29,000. However, the annual median income for all
homes with children was $57,100, indicating a considerable overall disparity. Additionally, while one in ten children in two-parent
households lives in poverty, this figure rises to two out of every three children in single-parent households. The financial data suggest
a strong correlation between single parenting and financial hardship, although not every single-parent household faces such challenges.
Marcotte (2014) revealed a negative connotation associated with single mothers, with a prevailing belief among the American public
that single mothers do not work and instead rely on government support, even though this perception has become less accurate over
time.
Bianchi (2014) highlighted variations in social-class reproduction rates, pointing to economic difficulties and revealing concerns about
demographic trends. On one end of the spectrum, wealthy, well-educated married parents gradually transition to less wealthy, less
educated, and less commonly married couples, ultimately arriving at impoverished, uneducated, single parents. Along this continuum,
there is an increase in childbirth. This trend suggests economic challenges, as the wealthy and well-educated tend to have fewer
children, while many poor parents have larger families.
According to Mamhute (2011), financial problems had a negative impact on both pregnant and nursing students' education when
financial means were insufficient to sustain them.
Coping Mechanism of Student-Mother
Ajandi (2011) suggests that universities can enhance the educational and personal lives of student-mothers by implementing supportive
policies related to time management and practicum placement. Additionally, universities can offer assistance through financial aid
offices, organize extracurricular events on campus, conduct lessons throughout the year, provide emergency on-campus childcare, and
establish family-friendly facilities.
Monroe Community College (2013) proposes that increasing support for campus childcare services, possibly through existing programs
like the federal Child Care Access Means Parents in School (CCAMPIS) or new financing mechanisms, would enhance the availability
of high-quality childcare for low-income single mothers, contributing to increased higher education perseverance.
Monroe Community College (2013) further suggests that raising the maximum Pell Grant payout or creating specific scholarship
programs could help single mothers meet their financial needs while attending college. Investing in interventions that support single
moms' college achievement could advance national postsecondary attainment goals and improve the well-being of women, families,
and the country as a whole.
Gault, Noll, and Reichlin (2017) and Hess et al. (2017) argue that developing organizational, state, and federal interventions to
encourage college completion among single mothers is crucial for enhancing the overall health of U.S. families and communities.
Higher education institutions could introduce novel programs and services to encourage college attendance and completion among the
growing number of single-student mothers. Promising approaches include coaching, peer support, child-friendly facilities on campuses,
and targeted subsidies in addition to childcare.
According to Yang (2016), participants sacrificed their social needs to prioritize their studies, viewing the time spent with their children
as personal time. Financial constraints hampered the respondents' ability to complete their degrees. The timing of their motherhood
was linked to the stress they were feeling and the burden of fulfilling daily commitments as both a mother and a student. Respondents
must sacrifice personal and societal demands in order to prioritize their child's education. Their child inspired the respondents. One of
the goals of the responders was to make up for being pregnant at such a young age and while studying. Respondents were also driven
by the assumption that having a college education was advantageous.
Adofo (2013) identifies three coping strategies for managing inter-role conflict. Type I coping involves actively addressing role senders
to mutually agree on new expectations, such as relocating and sharing tasks like cleaning, laundry, and childcare. Type II coping
requires changing one's personal perspective on imposed role obligations. It involves altering one's own expectations. Type III coping
involves attempting to enhance role performance without trying to change the structural or individual interpretation of one's roles.
The study revealed a prevalence of problem-focused coping methods over emotion-focused coping techniques. Student-mothers
utilized strategies like part-time employment, engaging in private studies during the day, hiring part-time babysitters, relying on
friends/relatives for childcare during classes, and distancing themselves from less industrious friends to manage financial challenges.
Social support networks, particularly from partners and relatives, played a crucial role in helping student mothers navigate their
multifaceted responsibilities in higher education institutions. However, part-time work and small businesses presented additional time
management challenges for student mothers. To address these challenges, the study suggests that universities implement measures to
enhance the retention of student mothers, including the creation of specific dormitories where they can stay with their children and
caregivers while studying. Additionally, establishing daycare centers with trained staff could assist student mothers in balancing
childcare and academic pursuits. Life skills training for time management between studying and parenting is also recommended. Lastly,

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recognizing student-mothers as individuals with distinct needs is crucial for university administrators.
Kisanga and Matiba (2021) highlight the importance of social support networks, especially from partners and relatives, in helping
student-mothers manage their various responsibilities in higher education institutions. The study recommends implementing measures
to enhance the retention of student mothers, including specific dormitories, day-care centers, and life skills training for effective time
management between studying and parenting.
Methodology
The utilized research design for this study is descriptive-correlational, with descriptive research aiming to gather information about the
current status of a particular phenomenon, in this case, the phenomenon observed at the time of the research (Lesko et al., 2022;
Siedlecki, 2020).It described the socio-demographic profile of student-mothers with regard to age, civil status, and income. Moreover,
the study described the levels of self-efficacy of a student-mother in terms of emotional strain, time management, and financial
condition, as well as the coping mechanism.
Fraenkel and Wallen (2009) define correlational research as an investigation aimed at identifying the relationship between two or more
variables and discerning their cause-and-effect connection. Additionally, Creswell (2012) describes correlation as a statistical test
employed to assess the tendency or pattern for two or more variables or sets of data to consistently vary.At the same time, the study is
correctional for measured significant difference between demographic profiles of the student-mothers by age, civil status, and monthly
income to the levels of self-efficacy of student-mothers when group by emotional strain, time management, and financial condition. It
also measured the relationship between the levels of self-efficacy in terms of emotional strain, time management, and financial
condition and the coping mechanism.
Participants
The study was conducted in Midsayap, Cotabato. The researchers selected 33 student-mothers from 1st-year to 4th-year levels. The
student-mothers may have a partner but not married, married but separated, married, or single who are officially enrolled in SY 2022-
2023. The utilized research design for this study is descriptive-correlational, with descriptive research aiming to gather information
about the current status of a particular phenomenon, in this case, the phenomenon observed at the time of the research (Lesko et al.,
2022; Siedlecki, 2020). It described the socio-demographic profile of a student-mothers with regards to age, civil status and income.
Moreover, the study described the levels of self-efficacy of a student-mothers in terms of emotional strain, time management, and
financial condition as well as the coping mechanism.
Fraenkel and Wallen (2009) define correlational research as an investigation aimed at identifying the relationship between two or more
variables and discerning their cause-and-effect connection. Additionally, Creswell (2012) describes correlation as a statistical test
employed to assess the tendency or pattern for two or more variables or sets of data to vary consistently. At the same time, the study is
correctional for measured significant difference between demographic profiles of the student-mothers by age, civil status, and monthly
income to the levels of self-efficacy of student-mothers when group by emotional strain, time management, and financial condition. It
also measured the relationship between the levels of self-efficacy in terms of emotional strain, time management, and financial
condition and the coping mechanism.
Instruments
The developed instrument was tested for content validity in a survey form. The adviser and reader decided on the content and face
validity. After this, a pilot test was conducted face-to-face before it was given to the respondents. It underwent pilot testing among 10
SHS student-mothers who are non-respondents of this study. The pilot test results, evaluated using Cronbach Alpha, indicated a high
level of reliability with a result of. 752.
Additionally, in the instrumentation for this study, careful consideration was given to the structure and interpretation of Likert scales.
Each Likert scale consists of a specified number of Likert items, with 5 items allocated to the emotional, time management, and
financial condition scales and 15 items designated for the coping mechanism scale, resulting in a comprehensive total of 30 Likert
items across all scales. Each Likert scale consists of interpretations in the emotional strain description: strongly agree interpreted as
very low, agree as low, neither disagree nor agree as moderate, disagree as high, and strongly disagree as very high. In time
management, strongly agree as very high, agree as high, neither agree nor disagree as moderate, disagree as low, and strongly disagree
as very low. In financial conditions, strongly agree as very low, agree as low, neither disagree nor agree as moderate, disagree as high,
and strongly disagree as very high. The coping mechanisms are strongly agree as always, agree as often, neither agree nor disagree as
sometimes, disagree as seldom, and strongly agree as never.
Procedure
This research followed a systematic and orderly procedure as follows. First, the researchers sent a letter of permission to the Vice
President for Academic Affairs as a gesture of protocol in conducting the study. Upon the approval of the consent, the questionnaire

Research Article
was distributed among the 33 student-mothers enrolled in one of the private schools in Midsayap, Cotabato. The researchers conducted
a face-to-face administration of the questionnaire to the respondents. To ensure comprehension and objectivity, the researchers provided
an explanation of the questionnaire's content and allowed respondents to seek clarification as needed. Once the respondents completed
the questionnaire, the researchers collected the responses. The gathered data underwent analysis using a statistical program.
Results and Discussion

Table 1 presents the frequency and percentage distribution of thirty-three respondents according to (a) age, (b) civil status, and (c)
income.
Table 1. Demographic Profile of the Respondents
Table 1 shows the characteristics of respondents in terms of age, civil status, and monthly income of the 33 student-mothers. Regarding
age, 45% are 21 to 23 years old and got the highest percentage, indicating that the 21–23-year-old age range has a high number of
student-mothers. For the civil status of the respondents, single has a frequency of 20 or 60%, while married has a frequency of 13 or
39%. In terms of the monthly income of the respondents, no income received the highest frequency of 13 or 39%, while 7,000–8,000
received the lowest with 0%.
Levels of Self-Efficacy
Tables 2a, 2b, and 2c present the weighted mean and standard deviation of thirty-three respondents according to the levels of self-
efficacy (a) emotional strain, (b) time management, and (c) financial condition.
Table 2a. Level of Self-Efficacy in Terms of Emotional Strain

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In terms of levels of self-efficacy of a student-mother in emotional strain, it is shown that the highest mean value states as 'I easily get
irritated when I cannot solve problems', has a mean of 3.39 (SD= 1.17) described as Neither Agree nor Disagree interpreted as moderate
and I found myself unable to keep up with everything that needed to be done, which has a mean value of 3.15 (SD=1.15) described as
Neither Agree nor Disagree and interpreted as Moderate. The lowest mean value is 2.67(SD= 1.05), 'I feel powerless over the important
aspect of my life,' which is neither agreeing nor disagreeing and is interpreted as moderate.
Table 2b.Level of Self-Efficacy in Terms of Time Management
In levels of self-efficacy of a student-mother in time management, it is shown that the highest mean value states as 'I am aware of my
duties at school', has a mean value of 4.31 (SD= 0.82) described as Agree interpreted as High and 'I stick to my schedule so that I
achieve my objectives on time', which has a mean of 4.00 (SD= 0.79) described as Agree and interpreted as High. The lowest mean
value of 3.82 (SD= 0.98) states, ' It is simple for me to keep up with changes to my class schedule, ' which is described as Agree and
interpreted as High.
Table 2c. Level of Self-Efficacy in Terms of Financial Condition
In terms of levels of self-efficacy of a student-mother in the financial condition, it is shown that the highest mean value states as 'My
partner helps me with the child’s expenses', has a mean value of 4.12 (SD=1.27) described as Agree interpreted as Low and 'I have
difficulty budgeting for our daily needs', which has a mean value of 3.52 (SD= 0.87) described as Agree and interpret as Low. While
the lowest mean value of 3.12 (SD= 0.93) states as 'I depend on my parents for my school expenses', which is described as Neither
Agree nor Disagree and interpreted as Moderate.
In terms of the coping mechanism of a student-mother, the highest mean value is 4.73 (SD= 0.57), which states that 'I prioritize our
needs over our wants' and 4.58 (SD- 0.56) states 'I try to do or think of some things that will make me happy' described as Strongly
Agree and interpreted as Always. While the lowest mean value of 2.25 (SD= 1.15) states as 'I work extra hours every weekend to
cover my bills' which is described as Neither Agree nor Disagree and interpreted as Sometimes
Coping Mechanisms of Student-Mothers
Table 3 presents the weighted mean and standard deviation of thirty-three respondents according to their coping mechanism.

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Table 3. Coping Mechanisms of a Student-Mother
Difference of the Level of Self-Efficacy of Student-Mothers in Terms of Age, Civil Status and Income
Table 4a presents the significant difference in the levels of self-efficacy of the student-mother according to age.
Table 4a. One-way Analysis of Variance of Levels of Self-efficacy of Student-Mothers by Age
NS =Not Significant at 0.05 level

S= Significant at .05 level
The results of this study showed a P-value of 0.29 for age, which is above the 0.05 level of significance and indicates no significant

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difference with relation to the variables. Thus, the null hypothesis is accepted. There is no statistically significant difference in the
levels of self-efficacy of student-mothers in terms of age.
Table 4b. Independent T-test of Levels of Self-Efficacy of Student-Mothers by Civil Status
The results of this study showed a P-value of 0.73 for civil status, which is above the 0.05 level of significance and indicates there is
no significant difference with relation to the variables. Thus, the null hypothesis is accepted. There is no statistically significant
difference in the levels self-efficacy in terms of emotional strain, time management, and financial condition, when grouped by civil
status.
Table 4c. One-Way Analysis of Variance of Levels of Self-Efficacy of Students Mothers by Income
The results of this study showed a P-value of 0.06 for monthly income, which is above the 0.05 level of significance and indicates there
is no significant difference with relation to the variables. Thus, the null hypothesis is accepted. There is no statistically significant
difference in the levels of self-efficacy of student-mothers in terms of emotional strain, time management, and financial condition, when
grouped by income.
Significant Relationship Between the Levels of Self-Efficacy and the Coping Mechanism of Student-Mothers
Table 5 presents the significant relationship between the levels of self-efficacy and the coping mechanism.
Table 5. Correlation of Levels of Self-efficacy and Coping Mechanisms of Student-Mothers
The results of this study showed a P-value of 0.03, which is below 0.05 and indicates the relationship between the two variables. It
also shows that the correlational coefficient (r-value) of this study, which is 0.38, indicates a moderately positive relationship between

Research Article
the levels of self-efficacy and the coping mechanisms of a student-mother. Thus, the null hypothesis for the significant relationship,
which states that there is no significant relationship between the demographic profile of the respondents in terms of age, civil status,
and income and the level of self-efficacy in student-mother in terms of emotional strain, time management, and financial condition is
rejected.
Discussion
Demographic Profile of the Respondents
There are three sub-categories of a demographic profile, namely age, civil status, and income. In terms of age, the result showed that
the item which garnered the highest number of student mothers is found on item 21-23 years old. As shown in the table, our respondents
agreed that the majority of the student-mothers are aged between 21 and 23. Students of that age are prone to motherhood. This study
supports the article published by the Philippine Statistics Authorities (2013), which states that fewer than half of young women aged
20 to 24 are already mothers, and an additional four percent are expecting their first child. These age brackets align with the typical
age range of college students. Moreover, variations in age among college mothers indicate that a mother's age might influence the
impact of perceived role demands and social support on role efficacy. Consequently, women aged 21 to 23 are more prone to becoming
student mothers.
Regarding civil status, the item with the highest number of student mothers is single, with a frequency of 20. This study supports the
idea of the National Center for Education Statistics (2016), defining that over 22% of all undergraduates are parents, 70% of student
parents are mothers, and 62% are single mothers. Almost one in five undergraduate women students are unmarried mothers with
dependent children. Most of our respondents are single mothers raising their children without a husband or partner. Most of them rely
on or seek help from their parents regarding childcare, especially during school days.
A majority of the participants opted to live and raise their children independently due to the fathers of their children not being prepared
to take on the responsibilities of parenthood. Consequently, the majority of student mothers are single parents.
Regarding monthly income, the item that received the highest number of student mothers is none, with a frequency of 13. This supports
the idea of (IWPR, 2017c) that single mothers frequently encounter substantial financial obstacles that may hinder their ability to
complete their degrees. The overwhelming majority of single mothers in higher education (89%) have limited incomes, and a significant
portion is unable to contribute to college expenses, resulting in a lack of income. Some student mothers get financial support from their
parents, which helps them in pursuing their studies. The majority of student mothers find it challenging to pursue studying while
working since they have children to be cared for after school. This indicates that the majority of student mothers are either unemployed
or have no source of income.
Level of Self-Efficacy in Terms of (a) Emotional Strain, (b) Time Management, and (c) Financial Condition
In terms of emotional strain, the result shows the top two items, which have the highest mean, 'I easily get irritated when I cannot solve
problems' and 'I found myself unable to keep up with everything that needed to be done', which are described as neither agree nor
disagree. It reveals that student mothers have a moderate level of self-efficacy with regard to emotional strain. It implies that the
student-mother can neither handle the situations/problems nor cannot. This study reinforces Taukeni's (2014) findings, indicating that
student-mothers may experience emotions like anger, loneliness, restlessness, and an overall sense of insufficient time to fulfill both
maternal and academic roles, thereby impacting their emotional well-being. Another study supports the idea of Taukeni (2014), which
stated that one of the most common challenges student-mother encounters is choosing between being a mother and being a student,
which affects their emotional decision, causing them to come up irritated and feel lost to the thing needed to be done.
While the lowest mean rating can be found on the item, 'I feel powerless over the important aspect of my life,' this indicates that most
of the student-mothers neither agree nor disagree with the statements, it implies that emotional strain can moderately affect the levels
of self-efficacy of a student-mother, which means that while student- mothers are capable of managing their emotions, there are
occasions when they cannot. This research aligns with Brooks' (2014) proposition that emotional reactions, such as anxiety, loneliness,
and hopelessness, could impact student-mothers. The study emphasizes that these emotional responses are contingent on various factors
influencing individuals to perceive their choices as unconventional.
In terms of time management, the result shows the top two items with the highest mean, 'I am aware of my duties at school' and 'I stick
to my schedule so that I achieve my objectives on time', which are described as Agree. It indicates that the student-mothers agree that
the levels of self-efficacy are High. It implies that student-mothers are aware of the responsibilities of a student-mother, and they can
both handle and balance both roles as a student and a mother. This study aligns with Cabaguing's (2017) findings, emphasizing the
importance of time management and prioritization in managing the roles of student-mothers. The research underscores that effective

Research Article
time management allows student-mothers to handle both their family responsibilities and academic commitments. The study reveals
that student-mothers often dedicate their mornings to household chores and childcare, reserving evenings for their academic pursuits.
Additionally, the involvement of parents in caring for the student-mothers' children during study sessions significantly aids in managing
these dual roles. Potocnik (2017) provides further insights, suggesting practical strategies such as focusing on one subject at a time,
setting priorities, maintaining open communication with professors, planning daily routines, taking breaks, and cultivating a positive
mindset to successfully balance academic and family responsibilities.
While the lowest mean rating can be found on the item, 'It is simple for me to keep up with changes to my class schedule', which most
respondents agree with. Since it indicates that the student-mother level of self-efficacy is high regarding time management. It implies
that time management affects the student-mothers' roles as students and mothers since they can keep up with the changes. This study
supports the idea of Ajandi (2011) stated that student-mother have to work to a strict routine to have good time management to know
when to focus on their studies and have time with the family.
In terms of levels of financial condition, the result shows the top two items with the highest mean, 'My partner helps me with the child's
expenses' and 'I have difficulty budgeting for our daily needs,' which describe as Agree. It indicates that the student-mother self-
efficacy levels are low regarding financial condition. It implies that student-mothers need support from their partner and have trouble
budgeting for their daily needs since it was stated that most of them are single and have no income. This study reinforces Lee's (2017)
findings, indicating that single student-mothers face challenges related to financial difficulties and the sustainability of educational
expenses. Their financial resources are divided among educational costs, housing expenses, and childcare, contributing to struggles in
pursuing higher education. Lee's research highlights the fact that only a third of single mother’s graduate with a college degree, while
a significant portion fail to complete high school.
While the lowest mean rating can be found on the item, 'I depend on my parents for my school expense, this indicates that most of the
respondents Neither Agree nor Disagree or at a moderate level. It implies that the student-mother did not depend on their parents'
school expenses. It supports the idea of Erk (2013) student-mothers tend to be employed or see employment as a choice to sustain their
daily needs and educational expenses.
Coping Mechanism of a Student-Mother
Regarding the coping mechanism of the respondents, the result shows the top two items with the highest mean can be found on an item
'I prioritize our needs over wants,' which is described as Strongly Agree and interpreted as Always. Another highest mean can be found
on the item, 'I try to do or think of some things that will make me happy', which is described as Strongly Agree and interpreted as
Always. It indicates that the respondents in this study strongly agree with the statements on how coping mechanisms fill the levels of
self-efficacy of student-mother. It implies that the respondents always made wise decisions with a positive life perspective. According
to Bronet (2022), when you become a parent, the kids' health and happiness become your priority, which means your wants and needs
often take a backseat. Therefore, respondents prioritize their family's well-being over personal needs. On the other statement, the study
supports the idea of Wilsey's (2013) definition of the coping mechanism of a student-mother in their personal experiences revealed
that as a coping mechanism, they always think of something to cope with the conflicting emotions to sustain their roles and reconcile
their emotions. Therefore, respondents are characterized by contradicting emotions and the need for internal resources to face the
situation and identify themselves in the role.
While the lowest mean rating can be found on the item, 'I work extra hours every weekend to cover my bills.' This indicates that most
respondents neither agree nor disagree with the statement and interpret it as sometimes. This research aligns with the perspective
presented by Author (2020) that in households where the father is employed full-time and the mother works part-time or not at all,
there is an imbalance in the distribution of responsibilities for childcare and housekeeping. It implies that sometimes of the student
mothers work an extra hour on the weekends to help pay the bills. Therefore, respondents are taking a greater share of the responsibility
of parental duties and housework. In contrast, they may experience different emotional, mental, or physical problems. If society fails
to guide and sustain the support they need, they are likely to suffer from anxiety, guilt, anger, stigmatization, isolation and low self-
esteem (Berg &Mamhute, 2013
Difference in the Level of Self-Efficacy of a Student-Mother According to Age
The null hypothesis, which states there is no significant difference in the levels of self-efficacy of student mothers in terms of age, is
accepted. This means that the age of the student-mothers did not affect the levels of self-efficacy. It challenges Safari's (2014) notion
that students with elevated self-efficacy demonstrate outstanding academic achievement. Another factor contributing to heightened
self-efficacy with advanced education is the positive correlation with age, indicating an increase in academic self-efficacy over time.
This finding contradicts the assertion made by Collegiate Financial Wellness (2019), which suggests that traditional-age student parents

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(18 to 23 years old) exhibited lower average self-efficacy and optimism scores compared to their non-traditional-age counterparts (24+
years).
Difference in the Level of Self Efficacy of a Student-Mother According to Civil Status
The null hypothesis, which states that there is no significant difference between the demographic profile of the respondents in terms of
civil status and the level of self-efficacy in student-mother in terms of emotional strain, time management, and financial condition, is
not rejected. This means that the civil status of the student-mothers did not affect their levels of self-efficacy. It contradicts the idea of
Collegiate Financial Wellness (2019). It suggests that single parents exhibited higher average strain scores than partnered parents,
along with lower average financial optimism and self-efficacy scores. This trend was similarly observed among women compared to
men and students with debt compared to those without debt.
Difference in the Level of Self Efficacy of a Student-Mother According to Income
The null hypothesis, asserting no significant difference between the demographic profile of respondents in income and the level of
self-efficacy in student-mother in terms of emotional strain, time management, and financial condition, is not rejected. This means that
the income of the student-mothers did not affect the levels of self-efficacy. It contrasts with the notion presented by Collegiate Financial
Wellness (2019), which suggested notable differences across various financial wellness measures. Contrary to this, the current study
found that students in 2-year institutions had lower average financial self-efficacy scores compared to their counterparts in 4-year
institutions, while also exhibiting higher average scores in optimism and strain.
Relationship between the Level of Self-Efficacy and the Coping Mechanisms of a Student-Mother
The null hypothesis, which states there is no significant relationship between the levels of self-efficacy and the coping mechanism of
a student-mother, is rejected. This means that coping mechanisms and self-efficacy are related because they both play integral roles in
an individual's ability to navigate and adapt to life's challenges. This finding aligns with Mete's (2021) notion that self-efficacy is linked
to individuals' coping mechanisms in dealing with problems or complex situations. Students encounter various challenges in both their
personal and academic lives, and their efficacy in resolving these challenges is directly tied to their self-efficacy. The school
environment is a significant context where these effects persist. Coping with challenges is a skill that warrants support throughout one's
life, and its impacts endure over time. Therefore, a positive correlation exists between self-efficacy and coping mechanisms, with
individuals opting for emotion-focused coping mechanisms exhibiting lower self-efficacy levels.
Furthermore, it aligns with Frieire et al.'s (2020) proposition that an improved integration of coping strategies correlates with increased
self-efficacy. Promoting flexibility in coping methods could enhance student-mothers' self-efficacy levels. Hence, greater adaptability
in coping strategies corresponds to elevated self-efficacy levels.
Conclusion
Single student-mothers in their 20s are rising now with no monthly income. However, surprisingly, after conducting the study, it was
determined that the levels of self-efficacy of student-mothers in terms of emotional strain are moderate, time management is high, and
monthly income is moderate.
This analysis indicates that there is no significant difference in the levels of self-efficacy among student-mothers when considering
their demographic profile, including age, civil status, and monthly income. Specifically, factors such as emotional strain, time
management, and financial condition show no notable variations across different demographic categories of the respondents. As
someone becomes a mother, especially a student mother, they tend to prioritize their needs over their wants and think or do some things
to make themselves happy to help themselves cope with the situation. It is therefore concluded that self-efficacy is one of the most
essential aspects of student-mother life and a coping mechanism.
It is clearly found that a student-mother's self-efficacy levels in terms of emotional strain, time management, financial condition, and
coping mechanisms of a student-mother have a significant relationship.
Based on the findings and conclusions, the following recommendations are proposed. For Possible Courses of Action. Students may
seek pieces of advice and attend guidance counseling to help with their emotional problems and protect their emotional health. Teachers
may not be tough on student-mothers who cannot give their assignments on time. Ask for the explanation first, then allow her another
chance if it is valid. Parents of student-mothers may provide emotional support and be their children's support system. Guidance

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advocates may create inclusive guidance counseling one-on-one sessions for student-mothers that can help their emotional health and
guide them through financial matters. Administrators may provide intervention and create a student-mother support group on campus
as part of the campus or school's assistance for student-mothers to alleviate some of the stress, isolation, and loneliness. For Further
Studies. It is suggested that future research expand the scope by aiming to clarify to young people the distinction between a student-
mother and a student. It is further recommended that researchers study student-fathers, as teen fathers are also rising now. It is further
recommended that researchers step outside the school or try to study student-mothers around the town or the entire North Cotabato for
more precise information.
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Affiliations and Corresponding Information
Angel Lhi D. Alcalde

Notre Dame of Midsayap College – Philippines
Heavenly Faith C. Cantomayor
Johanah M. Dagadas
Jenie F. Hernane
Clyde Allyah C. Tuya

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LEVELS OF SELF-EFFICACY OF

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Levels of Self-Efficacy of Student-Mother

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importance of taking breaks despite a hectic schedule.

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Results and Discussion

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Table 2b.Level of Self-Efficacy in Terms of Time Management

Table 2c. Level of Self-Efficacy in Terms of Financial Condition

Coping Mechanisms of Student-Mothers

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Table 3. Coping Mechanisms of a Student-Mother

Table 4a. One-way Analysis of Variance of Levels of Self-efficacy of Student-Mothers by Age

NS =Not Significant at 0.05 level

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Table 4b. Independent T-test of Levels of Self-Efficacy of Student-Mothers by Civil Status

Table 5. Correlation of Levels of Self-efficacy and Coping Mechanisms of Student-Mothers

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Coping Mechanism of a Student-Mother

Difference in the Level of Self-Efficacy of a Student-Mother According to Age

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Difference in the Level of Self Efficacy of a Student-Mother According to Civil Status

Difference in the Level of Self Efficacy of a Student-Mother According to Income

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Affiliations and Corresponding Information

Angel Lhi D. Alcalde

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