TY  - BOOK
AU  - Ajero, Alexis P.
AU  - Orosio, Anne Marie E.,
AU  - Potot, Ira Gen L.,
AU  - Sequiño, Mc Harvey P.,
AU  - Ybañez, Really Maurine O.,
TI  - Understanding the correlation between peer influence and academic motivation among the college of teacher education students of the University of Cebu-Banilad campus
PY  - 2025///
CY  - Cebu City, Philippines
PB  - University of Cebu-Banilad
KW  - Peer influence
KW  - Academic motivation
KW  - Peer influence scale
KW  - Academic motivation scale
KW  - Teacher education students
N1  - Includes bibliographical references; Adult
N2  - "This study investigated the correlation between peer influence and academic motivation among students from the College of Teacher Education at the University of Cebu - Banilad Campus. Recognizing that peer dynamics play a crucial role in shaping students' academic behaviors, the study aimed to examine how different levels of peer influence correlates with students' academic motivation to learn. Given the growing concern about student engagement and motivation in higher education, especially in teacher training programs that demand persistence and academic commitment, this research sought to provide insights into how peer interactions may either support or hinder academic drive. Ultimately, the study aimed to generate evidence-based recommendations by assessing these relationships and proposing a guidance program to help enhance academic motivation through positive peer influence.

The study was conducted at the University of Cebu Banilad Campus using a descriptive-correlational research method. The respondents were students from the College of Teacher Education through proportional stratified random selection with a sample size of two hundred sixty-four. The study utilized two standardized instruments: the Peer Influence Scale (PIS) by Yesodharan et al. (2024) and the Academic Motivation Scale (AMS) by Vallerand et al. (1992), with minor modifications to better fit the study. These tools were content validated by psychometricians and conducted with dry run. Data were analyzed using weighted mean and Pearson R Correlation. The researchers also ensured that the data gathering process adhered to proper ethical considerations such as informed consent, voluntary participation, confidentiality of responses, and respect for the rights and dignity of all the participants.

The findings revealed that the respondents exhibited a moderate level of peer influence and a high level of academic motivation. Statistical analysis showed a significant moderate positive correlation between peer influence and academic motivation, indicating that as positive peer interactions increase, so does academic motivation. However, the results also suggest that other factors beyond peer influence may play a more substantial role in shaping students' academic drive. Based on these findings, the researchers developed a proposed guidance program tailored for the College of Teacher Education to enhance academic motivation by fostering supportive peer relationships and addressing areas for improvement identified through the study. " —Abstract
ER  -