Understanding CPA Licensure Examination Decision-Making among Bachelor of Science in Accountancy Graduates
DOI:
https://doi.org/10.5281/zenodo.23116108Keywords:
CPA Licensure Examination, Situated Expectancy-Value Theory, accountancy graduates, professional licensure, decision-makingAbstract
This study examined CPA Licensure Examination (CPALE) decision-making among Bachelor of Science in Accountancy graduates using the Situated Expectancy-Value Theory. A sequential mixed-methods case study design with qualitative emphasis was employed. Of 41 eligible graduates from one private higher education institution in Bulacan, Philippines, 27 completed the quantitative survey, while six purposively selected graduates participated in a focus group discussion. Quantitative findings showed that Utility Value obtained the highest mean, followed by Attainment Value and Intrinsic Value, while Expectancy for Success was comparatively lower and Perceived Cost showed the greatest variability. Descriptive comparisons across Active Pursuit, Deferred Pursuit, and No Current Plans indicated that deferred pursuit was not necessarily associated with low confidence or weak valuation of CPA licensure. The qualitative findings further showed that undergraduate preparation, review experience, family responsibilities, employment demands, financial constraints, fear of failure, and psychological strain influenced the timing of CPALE participation. CPA licensure remained strongly associated with career opportunities, professional recognition, personal achievement, and family aspirations. The integrated findings suggest that CPALE decision pathways are dynamic rather than fixed, with postponement often representing delayed pursuit rather than abandonment of the CPA goal. The study highlights the importance of strengthening examination readiness and addressing modifiable barriers to support informed CPALE decision-making.
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