Asian Journal of Education and Social Studies

Student learning engagement is an important concern in Science, Technology, Engineering and Mathematics education because it reflects students’ active participation, effort and involvement in academic tasks. This study examined the extent to which academic self-efficacy and perceived social support predict student learning engagement among Science, Technology, Engineering and Mathematics students. A predictive research design was used. The respondents were 259 Science, Technology, Engineering and Mathematics strand students from selected private Senior High Schools in Toril, Davao City, who were selected through stratified random sampling. Data were gathered using adapted survey questionnaires measuring academic self-efficacy, perceived social support and student learning engagement. Descriptive statistics, Pearson product-moment correlation and multiple linear regression were used to analyse the data. Results showed that academic self-efficacy was very high, whereas perceived social support and student learning engagement were high. Academic self-efficacy had a significant positive relationship with student learning engagement, r = 0.52, p < .001. Perceived social support was also significantly and positively related to student learning engagement, r = 0.48, p < .001. Regression analysis further showed that academic self-efficacy, β = 0.42, p < .001, and perceived social support, β = 0.36, p < .001, significantly predicted student learning engagement. The model explained 39.1% of the variance in student learning engagement. These findings indicate that students with stronger academic self-efficacy and greater perceived social support tend to demonstrate higher engagement in science learning. The study suggests the value of strengthening students’ confidence in their academic abilities and enhancing support systems within the learning environment.