Advisers

Maria Regina V. Baluyut

Discipline

Psychology

Abstract

The Registered Psychometrician (RPm) Exam, administered by the Professional Regulation Commission (PRC), is the legal gateway for psychology graduates to practice in the Philippines. Despite the rising demand for mental health professionals, many graduates hesitate or delay taking the exam. Guided by the Social Cognitive Career Theory (SCCT), this study investigates how emotional factors (self-motivation, professional identity, exam anxiety, and self-efficacy) and social factors (family support, peer influence, career opportunities, and social status) influence the career decisions of graduating psychology students. The researchers utilized a quantitative research design, integrating correlational and comparative methods. Purposive sampling was used to select 269 fourth-year psychology students from Bestlink College of the Philippines for the 2025–2026 school year. The participants were categorized into "intenders" (n=159) and "non-intenders" (n=110). Data were collected through a self-constructed questionnaire and analyzed using the Independent T-Test and Mann-Whitney U Test to determine significant differences between the two groups. Statistical analysis revealed significant differences between intenders and non-intenders in both emotional and social categories (p <.001). Intenders exhibited higher levels of emotional readiness (M = 3.14) and social support (M = 3.08) compared to non-intenders (Emotional M = 2.53; Social M = 2.22). Among intenders, social status and professional credibility emerged as the strongest influencing factor (M = 3.40). Regression analysis further identified that emotional factors (beta = -0.67) have a slightly stronger impact on students’ decisions than social factors (beta = -0.64). The study demonstrates that while external drivers like career opportunities and professional status are influential, internal psychological states are the primary determinants of exam intention. High levels of personal motivation and professional identity distinguish those who plan to pursue licensure, whereas exam-related anxiety and lower self-efficacy act as significant barriers for hesitant students. These findings suggest that a student's decision to take the RPm exam is a complex interplay where internal emotional readiness serves as the foundation for navigating external social expectations.

Keywords

Self-Efficacy, Exam Anxiety, Professional Identity, Family Support, Peer Influence, Registered Psychometrician Licensure Examination, self-motivation, Career Opportunities, Social Status