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Parental Influence and Interest Alignment as Predictors of Perceived Academic Difficulty among Psychology Students of Laguna University
Subject area: Science,Engineering and Technology · Area of research: SANTA CRUZ LAGUNA
DOI: 10.64388/IREV9I12-1718674
Abstract
This study examined the predictive effects of parental influence and interest alignment on perceived academic difficulty among undergraduate Psychology students at Laguna University. Perceived academic difficulty refers to students’ subjective evaluation of academic challenges, which may be influenced by environmental and personal factors. Guided by Albert Bandura’s Social Cognitive Theory, the study explored how parental influence, as an external factor, and interest alignment, as an internal factor, contribute to students’ academic experiences. Specifically, the research aimed to determine whether parental influence and interest alignment significantly predict perceived academic difficulty among Psychology students. A quantitative cross-sectional regression design was employed in the study. Data were collected from 195 undergraduate Psychology students through convenience sampling using a self-constructed survey questionnaire validated by registered psychometricians. Descriptive statistics, including mean and standard deviation, were utilized to determine the levels of parental influence and interest alignment, while multiple linear regression analysis was conducted to examine the predictive relationship among the variables. Findings revealed a moderate level of parental influence (M = 2.91, SD = 0.98), suggesting parental involvement without excessive control. Respondents also demonstrated a moderate to high level of interest alignment, indicating consistency between their chosen academic program and personal interests. Regression analysis showed that the model was statistically significant, F(2, 192) = 25.4, p < .001, confirming that parental influence and interest alignment significantly predicted perceived academic difficulty. The model accounted for 20.9% of the variance in academic difficulty (R² = .209, Adjusted R² = .201). Interest alignment emerged as a stronger predictor, wherein higher alignment was associated with lower perceived academic difficulty. The findings emphasize the importance of balanced parental involvement, student autonomy, and strengthened career guidance initiatives in supporting academic adjustment, improving educational experiences, and promoting informed college program selection among students.
Keywords
Parental Influence, Interest Alignment, Perceived Academic Difficulty, Psychology Students, Academic Adjustment, Career Guidance, Social Cognitive Theory
References
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How to cite this paper
@article{1718674,
author = {Miracle Amos V. De Guzman, Ella Mae O. Monteza, Khen Aerald L. Batulinao},
title = {Parental Influence and Interest Alignment as Predictors of Perceived Academic Difficulty among Psychology Students of Laguna University},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {12},
pages = {510-520},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1718674.pdf},
abstract = {This study examined the predictive effects of parental influence and interest alignment on perceived academic difficulty among undergraduate Psychology students at Laguna University. Perceived academic difficulty refers to students’ subjective evaluation of academic challenges, which may be influenced by environmental and personal factors. Guided by Albert Bandura’s Social Cognitive Theory, the study explored how parental influence, as an external factor, and interest alignment, as an internal factor, contribute to students’ academic experiences. Specifically, the research aimed to determine whether parental influence and interest alignment significantly predict perceived academic difficulty among Psychology students. A quantitative cross-sectional regression design was employed in the study. Data were collected from 195 undergraduate Psychology students through convenience sampling using a self-constructed survey questionnaire validated by registered psychometricians. Descriptive statistics, including mean and standard deviation, were utilized to determine the levels of parental influence and interest alignment, while multiple linear regression analysis was conducted to examine the predictive relationship among the variables. Findings revealed a moderate level of parental influence (M = 2.91, SD = 0.98), suggesting parental involvement without excessive control. Respondents also demonstrated a moderate to high level of interest alignment, indicating consistency between their chosen academic program and personal interests. Regression analysis showed that the model was statistically significant, F(2, 192) = 25.4, p < .001, confirming that parental influence and interest alignment significantly predicted perceived academic difficulty. The model accounted for 20.9% of the variance in academic difficulty (R² = .209, Adjusted R² = .201). Interest alignment emerged as a stronger predictor, wherein higher alignment was associated with lower perceived academic difficulty. The findings emphasize the importance of balanced parental involvement, student autonomy, and strengthened career guidance initiatives in supporting academic adjustment, improving educational experiences, and promoting informed college program selection among students.},
keywords = {Parental Influence, Interest Alignment, Perceived Academic Difficulty, Psychology Students, Academic Adjustment, Career Guidance, Social Cognitive Theory},
month = {June},
doi = {https://doi.org/10.64388/IREV9I12-1718674}
}