Mind Over Marks: The Psychological Impact of Academic Self-Perception on Student Achievement

Can a strong belief in one’s academic abilities also be a source of emotional distress? In the Philippine education system, where academic excellence is highly emphasized, students often face immense pressure to perform, potentially affecting their mental well-being. This study examines the relationship between academic self-perception and depressive symptoms among senior high school students through a quantitative analysis using standardized assessments. Findings reveal that while students generally exhibit moderate academic self-perception, many experience self-doubt regarding their success. Similarly, depressive symptoms were reported at a moderate level, with irritability and concentration difficulties being the most prevalent. A weak yet statistically significant positive correlation was found between academic self-perception and depression, indicating that students who perceive themselves as academically capable may still experience emotional distress due to internalized academic pressures. While this does not establish causality, it aligns with maladaptive perfectionism and self-discrepancy theories, which highlight the emotional costs of high academic expectations. These findings emphasize the need for educational policies that integrate mental health interventions, promote resilience-building initiatives, and encourage adaptive learning strategies to support students’ well-being beyond academic performance.