Introduction

In the past ten years, there has been a growing curiosity on what makes some people succeed and do

better than others with comparable ability, particularly in the area of education (Duckworth, Peterson,

Matthews, & Kelly, 2007). According to researchers, grit is a performing character strength that can be used

to reach one's full potential in a given task (Soutter & Seider, 2013). Angela Duckworth from the University

of Pennsylvania has done most of the research on grit. According to her definition, grit is "the perseverance

and passion for long-term goals" (Duckworth et al, 2007: p. 1087) In order to possess grit, one must work

hard and relentlessly toward a challenging objective, maintain effort and an unwavering interest for extended

periods of time despite failure, setbacks and hurdles, and stable phases of progress. In contrast to those

lacking grit, who give up easily or prefer to do other things when bored or dissatisfied, gritted people use

stamina to stay on course and achieve their goals (Duckworth et al, 2007). Regardless of gift or ability, grit

is seen as a prevalent trait in leaders and a significant predicate of success and performance in all fields

(Duckworth et al, 2007; Duckworth & Yeager, 2015). Over the past 15 years, the importance of emotions in

learning at all educational stages has received more attention (Pekrun 2019; Pekrun and Linnenbrink-Garcia

2014; Schutz and Pekrun 2007). It is possible to think of emotions as comparatively quick, situation-specific

reactions resulting from a person's subjective perception of a circumstance (Felten 2017). An individual's

emotional state affects how they view a task and, consequently, how they approach any learning experience.

This includes how individuals react in social learning environments as a part of the interpersonal meaning-

making process. Emotions are therefore essential to learning and inextricably tied to students' academic

achievement (Felten, Gilchrist, and Darby 2006). The more positively emotionally involved students are, the

more probable it is that they will be able to learn (Weiss 2000). However, learners are less likely to learn if

they feel insecure and anxious, and if they believe that a learning environment is dangerous. Low academic

adjustment among college students in the Philippines leads to inadequate performance in the classroom

(Alipio, 2020; Calaguas, 2011). It was discovered in the Hernandez's (2017) study found that first-year

students from the chosen higher institutions Calapan City's institutions struggle with social adjustment. They

are easily able to adapt to academic, emotional, and personal aspects of college life, as well as their

attachment to their institution, but it requires time for them to acclimate socially (Alipio, 2020).
 Even while the study on grit and educational achievements is still in its early stages, considerable

criticism has already been levelled at it. Duckworth et al. (2015) acknowledge that while grit evaluation

takes individual differences into account, it ignores situational elements that could have an impact on

achievement. The concept is criticized by Anderson, Turner, Heath, and Payne (2016), who point out that

grit is contentious, that research frequently presents it as a cure-all or, if overused, as a counterproductive

mechanism, that it may erode educational equity and place the blame for low socioeconomic status students'

subpar performance on them, and that it is not always associated with creative success.

Among the university population, there are no studies examining the relationship between general

self-efficacy levels and psychoeducational and/or clinical variables, such as coping mechanisms for

everyday stress and the emotional dimension, whether positive (emotional intelligence) or negative

(anxiety). Understanding these connections could enhance the learning experience by offering mentorship,

career, therapy, and strategies to provide support services with strengthen the pupils' ability to manage

feelings as well as overcoming specific day-to-day conflict scenarios. Moreover, this data may encourage

actions that improve public opinion in general improvements in academic performance, reduce stress in the

learning environment, and increase self-efficacy.

This study differs from earlier research in the literature in that it takes into account a number of

variables that may influence academic achievement but have not been addressed by other studies. The

study's findings showed a favourable relationship between anxiety from social and familial sources and

academic achievement. Examining the correlation between academic pressures and social and familial

sources of anxiety, the similar pattern was found. This implies that by taking care of these sources, anxiety

related to particular tests or evaluation scenarios is decreased, and improvements academic achievement and

result in academic success; curriculum designers and faculty members may want to concentrate on this. The

results of this study also supported the notion that kids with varying gender identities, individuals with a

family history of anxiety, and students pursuing more advanced and rigorous academic programs perform

differently academically. It was also established that age and race had no bearing on academic achievement,

proving that pupils of all backgrounds and ages are equally capable of learning. In the end, many students

have academic anxiety during the MPharm degree, particularly during exams. This problem has a significant
impact on students' academic performance and exam results. It is important to emphasize that maintaining a

positive mindset throughout exams is crucial for students to boost their academic performance.

This research paper will explore the levels of grit, emotional response, and academic performance of

education students in a state university in Cagayan Valley, examining how these variables can provide

valuable insights into strategies to support and empower students in their educational journeys.