<![CDATA[Purpose: This study investigated the influence of social support and self-esteem on the academic performance of Bachelor of Secondary Education (BSEd) Mathematics students. Research Methodology: Using a quantitative descriptive-correlational design, 120 first-and second-year BSEd Mathematics students from a state college in Panabo City were surveyed through validated instruments. Data were analyzed using the mean, standard deviation, Pearson correlation, and multiple linear regression. Results: The findings revealed high levels of social support (M=3.93), self-esteem (M=3.86), and academic performance (M=68). Both predictors were significant (p<0.001); model: AP = -7.19 + 10.02(SS) + 9.29(SE); F=149; adjusted R²=0.713. Conclusions: The study concluded that BSEd Mathematics students generally exhibit high levels of social support and self-esteem, alongside satisfactory academic performance in Mathematics. Social support and self-esteem were found to have significant positive relationships with academic performance and strongly predicted students’ achievement, explaining 71.3% of the variance. These findings highlight the importance of supportive environments and positive self-esteem in improving mathematics performance. Limitations: This study was limited to 120 BSEd Mathematics students from one institution, restricting generalizability. Contributions: This study highlights the importance of supportive environments and self-esteem interventions in improving mathematics performance.]]>
