Discipline

Psychology

Abstract

The study examined the comparison of future career pressure and academic stress among psychology students at Bestlink College of the Philippines, focusing on whether these pressures vary according to birth order. College students commonly experience academic demands while preparing for future careers, and family expectations may shape these experiences. Guided by Alfred Adler’s Birth Order Theory, which suggests that birth order influences personality, responsibilities, and coping styles, the research aimed to determine whether a student’s position in the family affects their perception of academic stress and career pressure. A descriptive-comparative research design was utilized. The study involved 96 psychology students enrolled during the 2025–2026 academic year, equally distributed into four groups: eldest, middle-born, youngest, and only child. Data were gathered through a structured survey questionnaire measuring academic stress and future career pressure. Mean and standard deviation were used to describe stress levels, while the Kruskal–Wallis test determined significant differences among birth order groups. Findings revealed that students experienced high levels of both academic stress and future career pressure across all birth order groups. Although firstborn students obtained slightly higher mean scores, the differences were not statistically significant. The results suggest that birth order has minimal influence on academic stress and career pressure among psychology students. Institutional demands and academic expectations appear to have a greater impact. The study highlights the importance of implementing career guidance seminars, stress management programs, and counseling services to support students’ well-being and career readiness. Future research may examine other factors such as personality traits, social support, and family environment.

Keywords

Future Career Pressure, Academic Stress. Birth Order