000			03980nam a22003617a 4500
003			OSt
005			20260415181342.0
008			260415b |||||||| |||| 00| 0 eng d
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100			_aAjero, Alexis P. _eauthor.
245			_aUnderstanding the correlation between peer influence and academic motivation among the college of teacher education students of the University of Cebu-Banilad campus / _cAlexis P. Ajero, Anna Marie E. Orosio, Ira Gen L. Potot, Mc Harvey P. Sequñio, Really Maurine O. Ybañez.
260			_aCebu City, Philippines : _bUniversity of Cebu-Banilad, _cc2025.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references.
520			_a"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
521			_aAdult.
541			_xYap, Feliciana _yCollege of Psychology _zPsychology
546			_aText in English
650			_aPeer influence.
650			_aAcademic motivation.
650			_aPeer influence scale.
650			_aAcademic motivation scale.
650			_aTeacher education students.
700			_aOrosio, Anne Marie E., _eauthor.
700			_aPotot, Ira Gen L., _eauthor.
700			_aSequiño, Mc Harvey P., _eauthor.
700			_aYbañez, Really Maurine O., _eauthor.
942			_2ddc _cTHE
998			_cGian [new] _d04/16/2026
999			_c15155 _d15155