Advisers

Joshua R. Oh, RPm

Discipline

Psychology

Abstract

The study focused to determine the relationship between peer pressure and academic motivation among Psychology students. Academic motivation was assessed in terms of intrinsic and extrinsic motivation, while peer pressure was analyzed in terms of its perceived influence on students’ academic motivation. The researchers used a quantitative descriptive-correlational research design. This method allowed the statistical validation of their correlation. The study utilized disproportionate stratified sampling, engaging 200 psychology students, aged 18–30 years old, with the majority of the 18–20 (53%) age group. Respondents were equally distributed across all year levels. Results revealed that students demonstrated a high level of intrinsic motivation with a composite average of 2.91. Extrinsic motivation was also evident with a composite average of 3.44. Peer pressure had a mean of 2.19, while academic motivation had a mean of 3.18, indicating that peer pressure has little to no influence on academic motivation. Findings revealed that second-year Psychology students are the most pressured, while third-year Psychology students are least affected by peer pressure. The correlation analysis showed a weak and non-significant positive relationship between peer pressure and academic motivation. In conclusion, peer pressure does not significantly influence the academic motivation of Psychology students at Bestlink College of the Philippines. These findings suggest that students remain academically motivated regardless of peer pressure. This aligned with the study of Sakthishree (2025) that peer pressure had no significant impact on the students’ academic motivation; peer pressure was not a big issue in the academic motivation of students.

Keywords

Peer Pressure, Academic Motivation, Intrinsic Motivation, Extrinsic Motivation, psychology students