Parental pressure and academic motivation of freshmen nursing students in the University of Cebu-Banilad Campus / San Chai S. Asignar, Ivy Claire R. Butaya, Siryl Rochiel C Booc, Erika Faye C. Cabahug, Remy Rose C. Paragele.
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TextPublisher: Cebu City, Philippines : University of Cebu-Banilad, c2025Description: 142 pages : colored illustrations ; 28 cmContent type: text Media type: unmediated Carrier type: volumeSubject(s): Parental pressure | Academic motivation | Nursing students | Descriptive correlational research design | University of Cebu-Banilad, Cebu CitySummary: "Parental pressure can be a double-edged dynamic in the academic lives of students, serving as either a source of motivation or a contributor to stress and self-doubt. This study sought to know the levels of parental pressure in terms of comparison, setting rules or standards, expectation rewards, academic monitoring, support or engagement; academic motivation; and the correlation between the two variables. The study was conducted at the University of Cebu — Banilad Campus. Utilizing descriptive correlational research design, data were gathered through purposive sampling from three hundred ten first-year Bachelor of Science in Nursing students in the University of Cebu-Banilad Campus S.Y. 2024-2025. The Academic Motivation Scale (AMS) by Vallerand et al. (1992) and the Modified Parental Pressure Scale by Collado et al. 2023 were used as the research instruments of the study with minor modifications to better fit the study. These tools were content validated by experts and conducted with dry run. Weighted mean and Pearson COrrelation were used for treatment of data. Proper ethical considerations were strictly observed all throughout the study such as informed consent, voluntary participation, confidentiality, and respect for the rights and dignity of all the participants.
Based on the analyzed data, parental pressure garnered a grand mean of 3.33, implying that the respondents experience a neutral level on this. Under all forms of parental pressure, the respondents experience high levels of the following: parental pressure by support or encouragement, rewards, and expectation. A neutral level of experience on parental pressure by academic monitoring and setting rules or standards was also seen. Lastly, the respondents experienced a low level of parental pressure by comparison. On the other hand, a mean of 4.18 was determined for academic motivation, signifying that the respondents have high academic motivation. The results also showed a slight correlation and negative between that parental pressure and academic motivation (Pearson r = -0.043. However, considering that the p-value is 0.052 which is greater than the accepted level, the null hypothesis was not rejected. This suggests that while parental pressure may influence academic motivation of the freshmen nursing students to some extent, it has insignificant results. The findings from this study served as the foundation for the implementation of a proposed academic motivational intervention program which sought to help the freshmen nursing students with maintaining academic motivation while also regulating parental pressure." —Abstract
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College Library Periodicals Index | T As42pa 2025 (Browse shelf) | Not for loan | 3UCBL000029603 |
Includes bibliographical references.
"Parental pressure can be a double-edged dynamic in the academic lives of students, serving as either a source of motivation or a contributor to stress and self-doubt. This study sought to know the levels of parental pressure in terms of comparison, setting rules or standards, expectation rewards, academic monitoring, support or engagement; academic motivation; and the correlation between the two variables. The study was conducted at the University of Cebu — Banilad Campus. Utilizing descriptive correlational research design, data were gathered through purposive sampling from three hundred ten first-year Bachelor of Science in Nursing students in the University of Cebu-Banilad Campus S.Y. 2024-2025. The Academic Motivation Scale (AMS) by Vallerand et al. (1992) and the Modified Parental Pressure Scale by Collado et al. 2023 were used as the research instruments of the study with minor modifications to better fit the study. These tools were content validated by experts and conducted with dry run. Weighted mean and Pearson COrrelation were used for treatment of data. Proper ethical considerations were strictly observed all throughout the study such as informed consent, voluntary participation, confidentiality, and respect for the rights and dignity of all the participants.
Based on the analyzed data, parental pressure garnered a grand mean of 3.33, implying that the respondents experience a neutral level on this. Under all forms of parental pressure, the respondents experience high levels of the following: parental pressure by support or encouragement, rewards, and expectation. A neutral level of experience on parental pressure by academic monitoring and setting rules or standards was also seen. Lastly, the respondents experienced a low level of parental pressure by comparison. On the other hand, a mean of 4.18 was determined for academic motivation, signifying that the respondents have high academic motivation. The results also showed a slight correlation and negative between that parental pressure and academic motivation (Pearson r = -0.043. However, considering that the p-value is 0.052 which is greater than the accepted level, the null hypothesis was not rejected. This suggests that while parental pressure may influence academic motivation of the freshmen nursing students to some extent, it has insignificant results. The findings from this study served as the foundation for the implementation of a proposed academic motivational intervention program which sought to help the freshmen nursing students with maintaining academic motivation while also regulating parental pressure." —Abstract
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