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Prof. Dr. Paola Magnano
Kore University of Enna
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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
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Home > Archives > Vol. 10 No. 11 (2025): published > Research Articles
ESP-3463

Published

2025-11-24

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Vol. 10 No. 11 (2025): published

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Research Articles

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Copyright (c) 2025 Ram Eujohn J. Diamante, Michael B. Dizon, Christine B. Diocos, Rizza Mae E. Anduyan, Edgar M. Hortillosa, Liezl A. Dula-Ogon, Mary Jean O. Gimoto, Roy I. Vera Cruz, Kim Jay C. Encio, Hazel Galas Lampitoc

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Ram Eujohn J. Diamante, Michael B. Dizon, Christine B. Diocos, Rizza Mae E. Anduyan, Edgar M. Hortillosa, Liezl A. Dula-Ogon, … Hazel Galas Lampitoc. (2025). Letting go of Mathematics, Science, and ICT: The Psychology of Course Shifters from Mathematics, Science, and ICT to Non-Mathematics, Science, and ICT Programs. Environment and Social Psychology, 10(11), ESP-3463. https://doi.org/10.59429/esp.v10i11.3463
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Letting go of Mathematics, Science, and ICT: The Psychology of Course Shifters from Mathematics, Science, and ICT to Non-Mathematics, Science, and ICT Programs

Ram Eujohn J. Diamante

College of Technology, Iloilo State University of Fisheries Science and Technology - Dumangas Campus

Michael B. Dizon

College of Education, Iloilo State University of Fisheries Science and Technology-Main Campus Tiwi Site. Philippines

Christine B. Diocos

College of Education, Iloilo State University of Fisheries Science and Technology-Main Campus Tiwi Site. Philippines

Rizza Mae E. Anduyan

College of Teacher Education, University of Antique-Tario Lim Memorial Campus, Philippines

Edgar M. Hortillosa

Department of Marine Biology, Iloilo State University of Fisheries Science and Technology-Main Campus Tiwi Site, Philippines

Liezl A. Dula-Ogon

College of Education, Iloilo State University of Fisheries Science and Technology-Main Campus Poblacion Site, Philippines

Mary Jean O. Gimoto

Vicente Aguilar National High School, Abaca, San Enrique, Iloilo

Roy I. Vera Cruz

University of Antique - Main Campus, Sibalom, Antique, Philippines

Kim Jay C. Encio

College of Education, Iloilo State University of Fisheries Science and Technology - Dumangas Campus, Iloilo, Philippines

Hazel Galas Lampitoc

Western Institute of Technology, Iloilo City, Philippines


DOI: https://doi.org/10.59429/esp.v10i11.3463


Keywords: Mathematics, science; ICT; psychology; course shifting; peer pressure; burnout; role strain; career decision-making self-efficacy


Abstract

This study examined the psychological factors influencing students to shift from Mathematics, Science, and Information and Communications Technology (MSI) programs to non-MSI disciplines in higher education. Using a qualitative exploratory design, forty participants who transitioned from MSI to non-MSI courses were interviewed to understand their motivations, struggles, and growth experiences. Findings revealed that many students initially enrolled in MSI programs due to family expectations, societal prestige, and peer influence. Over time, they encountered burnout from demanding workloads, role strain from conflicting responsibilities, and difficulty envisioning future careers, reflecting low levels of career decision-making self-efficacy (CDMSE). These factors created dissonance between external pressures and authentic interests, pushing students toward non-MSI fields. Yet, course shifting was not viewed as academic failure. Instead, students described the transition as a transformative process that allowed them to rediscover passions, redefine success, and rebuild confidence in their chosen paths. The study also identified interventions to sustain MSI engagement, including contextualized and collaborative instruction, bridge programs to strengthen foundations, and career guidance to enhance CDMSE. Overall, the findings highlight course shifting as both a challenge and an opportunity, underscoring the need for institutional strategies that balance academic rigor with psychological support.


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