San Pedro College is a private, Catholic, research, coeducational basic and higher education institution run by the Dominican Sisters of the Trinity in Davao City, Davao del Sur, Philippines. It was founded in 1956.It began as a school of nursing of the San Pedro Hospital, the first Catholic hospital in Mindanao, which the religious sisters have been operating since their arrival in 1948. Now, it encompasses several allied health sciences, arts and sciences, education and business programs, in addition to the nursing course it first offered.The college is broadly organized into seven undergraduate departments and one graduate division at its main (Guzman Street) campus, with each college and the graduate division defining its own admission standards and academic programs in near autonomy. The college also administers one satellite Basic Education Campus at Ulas, Davao City. Of its seven undergraduate colleges, five offer degrees in the health sciences. These are the departments of Nursing, Pharmacy, Physical Therapy, Respiratory Therapy, and Medical Technology. SPC's graduate school offers two doctorate programs, one master in nursing program, and five master of arts programs.Since its founding, San Pedro College has been a coed, Catholic institution where admission has not been restricted by gender, race or religion (despite being a Catholic institution). The student body consists of nearly 7,000 undergraduate and 100 graduate students from all over the country, but majority comes from Mindanao particularly Davao City, where the school is located. Basic Education enrollees total to around 4,000.In 2012, San Pedro College opened its Ulas Campus at Ulas, Davao City for School Year 2012-2013.Last August 2016, San Pedro College adopted the North American academic calendar, with the school year beginning in mid-August and the second semester starting on a late January or early February. Academic years are expected to end at June..
Academic self-efficacy is an important psychological construct in higher education, particularly as artificial intelligence (AI) becomes increasingly integrated into students’ academic experiences. This study employed a cross-sectional quantitative design to examine the levels and relationships of AI dependence, academic motivation, and academic self-efficacy, and determined whether AI dependence and academic motivation significantly predicted academic self-efficacy among undergraduate students. The sample included 228 undergraduate students from three private universities in Cebu, Philippines. Data were collected electronically using the Artificial Intelligence Dependence Questionnaire (AIDQ), Academic Motivation Scale-College Version (AMS-C 28), and General Academic Self-efficacy Scale (GASE). Descriptive statistics, Pearson product-moment correlation, and multiple linear regression were conducted to analyze the data. Results indicated moderate levels of AI dependence (M = 2.5, SD = 0.601), moderate academic motivation (M = 3.5, SD = 0.401), and high academic self-efficacy (M = 3.8, SD = 0.646). AI dependence was negatively associated with academic self-efficacy (r = −.220, p < .001), whereas academic motivation was positively associated with academic self-efficacy (r = .377, p < .001). Multiple regression analysis showed that both AI dependence (β = −.169, p = .006) and academic motivation (β = .353, p < .001) significantly predicted academic self-efficacy, collectively explaining 17% of its variance (R² = .170, p < .001). Overall, the results of the study underscore the relevance of both students’ motivational resources and their reliance on AI in understanding academic self-efficacy in higher education. These findings highlight the importance of strengthening academic motivation and promoting balanced, responsible AI use to support students’ confidence in independently accomplishing academic tasks.
Nature and Scope of the Paper: Turnover intentions among nurses refer to their thoughts, attitudes, and plans for leaving their current nursing positions or the profession. High turnover intentions can have significant implications for healthcare organizations, as nursing turnover can be costly and disruptive. Objective or Purpose: This study aimed to find out the factors influencing job satisfaction, organizational factors, and turnover intentions among nurses in a hospital setting. Research Method: This study employed a mixed-methods explanatory sequential design. The study was conducted at a Level II hospital in Kidapawan City, which has a 100-bed capacity and employs 149 nurses. Participants included nurses who had been in service for at least six months. Results: The study found that both supportive aspects, such as work-life balance and collegiality, and dissatisfying factors, including low salary, limited recognition, career stagnation, and heavy workloads, influenced nurses’ job satisfaction. While organizational strengths included nurse-physician collaboration, concerns were raised about weak leadership and exclusion from decision-making. Although quantitative data showed no significant links between job satisfaction, organizational factors, and turnover intentions, qualitative responses revealed that dissatisfaction with pay, leadership, and growth opportunities strongly affected nurses’ desire to leave. Addressing these areas is essential to improving retention. Conclusion: The findings revealed that nurses are generally satisfied with their job and organizational environment, but they have a high intention to leave. Job satisfaction was positively influenced by supportive relationships with colleagues and training opportunities. However, dissatisfaction with salary, career growth, and recognition contributed to higher turnover intentions. The study highlighted the complex relationship between job satisfaction and turnover intention, emphasizing the need for targeted interventions to improve nurse retention.
Psychological antifragility, defined as the capacity to grow, strengthen, and undergo positive transformation through adversity, uncertainty, and stress, is a relatively new construct in psychology. Although the Psychological Antifragility Scale (PAS) was recently developed, no study to date has cross-validated its psychometric properties. Thus, the present study aimed to provide the first cross-validation of the PAS among Filipino college students by examining its reliability, factor structure, and construct validity within a normative stress context. A total of 326 Filipino college students participated in the study. Internal consistency reliability was assessed using Cronbach’s alpha, while Confirmatory Factor Analysis (CFA) using maximum likelihood estimation was conducted to evaluate the hypothesized three-factor structure. Cross-validation was performed by randomly dividing the sample into two sub-samples. Lastly, convergent and discriminant validity were examined through correlations with resilience, post-traumatic growth, anxiety, and depression measures. Results showed that the PAS demonstrated good internal consistency reliability (α = .820). Initial CFA findings indicated that the original three-factor model did not adequately fit the data. However, after model refinement, the revised model demonstrated acceptable fit across both sub-samples (Sample 1: RMSEA = .061, SRMR = .055, CFI =.953, TLI = .934; Sample 2: RMSEA = .065, SRMR = .055, CFI = .931, TLI = .903). Evidence for convergent validity was supported through significant positive correlations with resilience (r = .193, p < .001) and post- traumatic growth (r = .421, p < .001). Discriminant validity was only partially supported due to positive correlations with depression (r = .144, p = .009) and anxiety (r = .122, p = .028). Overall, the findings provide preliminary support for the PAS as a potentially useful measure of psychological antifragility among Filipino college students while highlighting the need for further theoretical and psychometric refinement.
A research capacity enhancement program for researchers and DepEd officials is vital in developing a research culture. However, limited studies have used grounded data directly from participants in developing such a program, particularly by considering teachers’ research competencies, motivation, and needs. Thus, this study aimed to develop a research capacity enhancement program that considers teachers’ research competencies, motivation, and needs. The study employed an explanatory mixed-methods design, comprising a descriptive survey and a descriptive phenomenological design. A survey questionnaire and interview guide were used to collect data and were validated by education experts. Quantitative data were analyzed using Jamovi version 2.4.11, while thematic analysis was used for qualitative data. Findings showed that teachers had moderate competence in research concepts and methods but were least competent in data analysis and interpretation, technical competencies, result dissemination, and utilization. They were highly motivated to conduct research both extrinsically and intrinsically. However, no significant difference existed in teachers’ research competencies and motivation based on grade level and sex. Furthermore, they highly needed funds, capacity-building programs, constructive technical assistance, rewards, and recognition. Based on these findings, a proposed three-phase research capacity enhancement program was developed.
This study examined the influence of personality traits and coping strategies on mental health status among Generation Z students in a Philippine higher education context. Anchored in the Transactional Theory of Stress and Coping and aligned with Sustainable Development Goal 3, which aims to ensure healthy lives and promote well-being for all. It explored how the Big Five personality traits and coping strategies predict mental health outcomes. A quantitative correlational–predictive design was employed using validated instruments and simple random sampling. Data were analyzed using Pearson correlation and multiple regression. Results indicated that personality traits were at moderate levels, coping strategies were generally high, and mental health outcomes reflected low levels of stress and depression, with moderate anxiety. Conscientiousness showed a significant negative relationship with mental health, whereas neuroticism and coping strategies showed significant positive relationships. Regression analysis revealed that coping strategies were the strongest predictor of mental health, followed by neuroticism and conscientiousness, explaining 44.2% of the variance. The findings highlight the critical role of coping strategies in shaping mental health outcomes and underscore the importance of developing coping-based interventions and mental health programs to promote psychological well-being among Generation Z students.
