Abstract

This study aimed to investigate the relationships between the Grade 12 students' research self- efficacy, attitude, and writing anxiety at Holy Family Academy during S.Y. 2017-2018. Descriptive-survey method was utilized involving 59 respondents. Findings revealed that respondents perceived themselves to be confident on conceptualization, formulation of research design, data collection, data processing and analysis and writing research papers. Respondents agreed on research usefulness, relevance of research and research difficulty. On the contrary, respondents do not have positive attitude on research. Respondents agreed on the fear of writing, statistics, fear of conducting research course, fear of research course, and perceived utility and competence. On the other hand, respondents disagreed on fear of libraries. There is a moderate correlation between subscales of research self-efficacy and research attitude. In addition, there is a moderate correlation between selected subscales of research self-efficacy and research writing anxiety. Further, there is a moderate to strong correlation between selected subscales of research attitude and research writing anxiety. A SHS Research Intervention Program was developed and proposed to develop and strengthen students' research self-efficacy and attitude and to lessen their research anxiety.