Abstract
The study was conducted to find out the levels of social emotional behavior, levels of positive action learning and levels of academic competence among students as well as if social emotional behavior and positive action learning significantly predict academic competence, and also if social emotional behavior really mediates the relationship between social emotional behavior and academic competence. This study used a convergent mixed method design with a total of 17 participants for qualitative data, specifically 10 participants for the individual interview and 7 for focus group discussion. Meanwhile, a total of 200 students were asked to answer the survey questionnaire for the quantitative data. A survey questionnaire was used to gather data on social emotional behavior, positive action learning and academic competence. The result revealed that there is a high level of social emotional behavior, moderate level of positive action learning and high academic competence level. Moreover, all the variables social emotional behavior and positive action learning significantly predicts academic competence. On the other hand, social emotional behavior and positive action learning has a significant indirect effect on quality of academic competence. This implies that positive action learning really mediates the relationship between social emotional behavior and academic competence. Meanwhile, two themes emerge from the interview which put emphasis on quality teaching and student engagement. Furthermore, data revealed a strong confirmation on the corroboration between the quantitative data and the qualitative data. This study recommended that educational institutions prioritize and invest in quality teaching and student engagement as fundamental pillars to enhance students' academic performance.