RELATIONSHIP OF ATTACHMENT STYLE ON PARENTAL PRESSURE AMONG ONLY CHILD FRESHMEN STUDENTS: BASIS FOR INTERVENTION PROGRAM

Abstract

This study examines how attachment styles relate to perceived parental pressure among first-year psychology students who are only children at Bestlink College of the Philippines. This study utilized a quantitative correlational research design to examine the relationship between variables. Data were collected from 50 respondents through a structured survey questionnaire, which included a demographic section and two standardized scales rated using a 5-point Likert scale. Data analysis was conducted using SPSS, employing statistical tools such as frequency and percentage, weighted mean, ranking, and Pearson Product-Moment Correlation to interpret the results. The results indicate that most respondents demonstrated a mid-range attachment style, suggesting they do not exhibit a clearly defined attachment pattern. Specifically, 88% showed characteristics of mid-avoidant-insecure attachment, 84% of mid-ambivalent-insecure attachment, and 82% of mid-secure attachment. In relation to parental pressure, 76% of the participants reported high parental expectations, while 90% perceived low parental involvement. These findings point to a generally neutral level of parental pressure and highlight limited parent-student communication, as reflected by 64% of respondents. The study revealed no significant correlation between attachment style and parental pressure, suggesting that parental pressure alone does not significantly influence the development of students' attachment patterns. This finding implies that other factors may have a greater impact on shaping attachment styles, such as individual personality traits, early life experiences, or the broader social environment. Despite this, the observed issues with parent-student communication and limited parental involvement highlight the need for targeted interventions aimed at strengthening family relationships and providing consistent emotional support.