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The Relationship between Parental Support and Academic Motivation among Grade 11 Humanities and Social Sciences Students

Author

Listed:
  • Liancy Jean Altomera

    (Lantapan National High School-Senior High School)

  • Jessabel Magyano

    (Lantapan National High School-Senior High School)

  • Mailyn Digbas

    (Lantapan National High School-Senior High School)

  • Christine Hidalgo

    (Lantapan National High School-Senior High School)

  • Althea Clair Magadan

    (Lantapan National High School-Senior High School)

  • Uziel Ann Manlupig

    (Lantapan National High School-Senior High School)

  • Jazia Suela

    (Lantapan National High School-Senior High School)

  • Jastine Thumper Palanay

    (Lantapan National High School-Senior High School)

  • Jonalyn J. Carciller

    (Lantapan National High School-Senior High School)

  • Rodolfo V. Carciller, Jr

    (Lantapan National High School-Senior High School)

  • Aires Jean E. Duave

    (Lantapan National High School-Senior High School)

  • Joliber C. Benalon

    (Lantapan National High School-Senior High School)

Abstract

Parental support plays a critical role in shaping students’ academic motivation and engagement. Grounded in Self-Determination Theory, this study examined the relationship between parental support and academic motivation among Grade 11 Humanities and Social Sciences (HUMSS) students at Lantapan National High School during the School Year 2025–2026. A descriptive–correlational design was employed with 138 students selected through simple random sampling. Data were collected using an adapted and validated survey instrument measuring parental support and four dimensions of academic motivation: strive, participation, willingness to work, and maintaining academic work. The instrument demonstrated good internal consistency (Cronbach’s alpha = .87). Descriptive statistics and Pearson correlation were used for data analysis.Results revealed a high level of parental support (M = 3.44, SD = 1.00). Academic motivation was high in terms of strive (M = 3.89, SD = 0.94) and maintaining academic work (M = 3.80, SD = 0.88), while participation (M = 3.21, SD = 0.95) and willingness to work (M = 3.17, SD = 0.93) were moderate. Significant positive correlations were found between parental support and all motivation dimensions (r = .269–.435, p

Suggested Citation

  • Liancy Jean Altomera & Jessabel Magyano & Mailyn Digbas & Christine Hidalgo & Althea Clair Magadan & Uziel Ann Manlupig & Jazia Suela & Jastine Thumper Palanay & Jonalyn J. Carciller & Rodolfo V. Carc, 2026. "The Relationship between Parental Support and Academic Motivation among Grade 11 Humanities and Social Sciences Students," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 13(3), pages 701-710, March.
    • Handle: RePEc:bjc:journl:v:13:y:2026:i:3:p:701-710
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