<![CDATA[This study aims to examine the relationships among parental support, learning motivation, information access, and students' interest in pursuing undergraduate education. A quantitative, causal-associative design was used, involving 189 twelfth-grade students from two public senior high schools. Data were collected using a closed-ended Likert-scale questionnaire measuring parental support, learning motivation, information access, and educational interest. The researchers analyzed the data using descriptive statistics, regression analysis, and path analysis to examine direct and indirect relationships among the variables. The findings show that parental support is significantly related to educational interest (R² = 0.077) and information access (R² = 0.029), while learning motivation is related to educational interest (R² = 0.024) and information access (R² = 0.420). Information access relates significantly to educational interest (R² = 0.265) and mediates the relationships between parental support and learning motivation and educational interest, with indirect effects of 6.7% and 20.7%, respectively. The model also explains 16.0% of the variance in educational interest. The study concludes that educational aspirations emerge through interconnected familial, motivational, and informational factors. Schools should strengthen career guidance, information services, and parent collaboration to support informed higher education planning.]]>
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