Volume 9, Issue 4, April – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24APR691

The Students’ Assessment of Family Influences on their

Academic Motivation
Precioso L. Tano, PhD Carol P. Tano, MAT
Faculty, Philippine School Doha, Faculty, Philippine School Doha,
Doha, State of Qatar Doha, State of Qatar

Abstract:- Family is the basic unit of the society where the I. INTRODUCTION
child’s upbringing must start since his or her birth. The
home is very pertinent and pertinent to a child’s well-being Many of the students of Philippine School Doha faced
and development in later life. It is assumed to have with different struggles and challenges in lives, specifically in
significant influences over the students’ academic their academic ventures. This study aims to disclose the
motivation and success. Researchers believed that the students’ assessment and lived experiences on how family
obligation of the family to a child at any given time cannot influences affect their academic motivation since the family
be exaggerated. plays an important role and serves as the main foundation of
the student’s learning.
Phenomenological research design was used by this
qualitative paper to recognize the assessment and lived Family is the basic unit of the society where the child’s
experiences of the respondents, categorically the students upbringing must start since his or her birth (Grace, Jethro, &
of Philippine School Doha, parallel to the central question: Aina, 2012). The home is very pertinent and pertinent to a
“How do the students assess the family influences on their child’s well-being and development in later life (Grace, Jethro,
academic motivation?” The researchers gathered the data & Aina, 2012). It is assumed to have significant influences
through a robotfoto and twenty semi-structured interview over the students’ academic motivation and success.
questionnaires. The data were analyzed using an inductive Researchers believed that the obligation of the family to a
approach. child at any given time cannot be exaggerated. The
individual’s principles established since childhood is like
Findings have shown that familial background, letters engraved in the bark of a young tree, which grows,
familial expectation, familial interaction, and familial enlarge with it making its integral part (Grace, Jethro, & Aina,
involvement between and among family members greatly 2012). Thus, the correct beginning makes the most important
influenced students’ academic motivation and success. part of education. Negligence of the parents to meet these
particular needs can have wide-ranging and long-lasting
For every student, they have their familial adverse effects (Grace, Jethro, & Aina, 2012). It is because the
background, familial expectation, familial interaction, and parents at home are the children’s first teachers.
familial involvement that work hand in hand that
influenced their academic motivation and success. The influence of parents and the family as a whole on
children’s accomplishment is well documented by researchers
This paper suggests that future researchers to expand in several studies. Studies say that greater parental
the number of respondents further to have a broader involvement at an early stage in children’s learning
range of responses. The respondents chosen should be conclusively affects the children’s school performance,
coming from different levels from different educational including higher academic accomplishment. (Gadsden, 2003).
institutions to check whether all students would share the Indeed, family influences palpably and consistently have
same type of responses. significant effects on students’ accomplishment and
adjustment, which far exceed other forms of influences.
Keywords:- Assessment, Family Influences, Academic
Motivation, Philippine School Doha, Familial Background, When there is a strong support system of the families to
Familial Expectation, Familial Interaction, and Familial learning, students tend to succeed not just in school, but
Involvement. throughout the students’ life. The exact predictor of the
students’ motivation and accomplishment in school is not the
social status, but the extent to which that students’ family can
create a home environment that stimulates learning and to
express high expectations for the students’ future endeavors
(Grace, Jethro, & Aina, 2012).

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Moreover, family influences have consistently been The participants consisted of seven, of which were
showing to relate to numerous outcomes such as child coming from different schools when they entered Philippine
psychological problems, academic motivation, and School Doha. The researchers selected them via a qualitative
performances (Querido, Warner & Eyberg, 2002). Family purposive sampling strategy (Moen and Middelthon, 2015).
influences, including supportiveness and warmth continue to The selection of the preferred participants was situated by the
play an essential role in influencing students’ academic researchers on the following criteria, (a) students who were
accomplishments and performances. officially enrolled in Philippine School Doha. (b) new students
in Philippine School Doha.
Within this study, this research covered the assessment
and lived- experiences of the students of Philippine School Furthermore, a small sample of larger population size
Doha who have from different familial backgrounds with was implemented to avail of their knowledge within the
different familial expectations and different levels of familial phenomenon of interest and served as representatives who met
interaction and familial involvement towards academic or exceeded the said criteria (Palinkas, et al., 2013). The main
undertakings. advantage of this small sample is that the researchers can
reach the targeted sample quickly.
II. METHOD
 Data Collection and Ethical Consideration
 Research Design The data in this research study were gathered through a
The researchers utilized the principle of qualitative robotfoto together with the twenty semi-structured interview
research and the phenomenological approach as their research guides (Kelchtermans & Ballet, 2002; Garcia & Acosta,
design. Since qualitative research always keeps the big picture 2016). The robotfoto looked for the demographic sketch of the
in mind and follows a “Gestalt” perspective. The focus of participants, their personal details that include a contact
qualitative research in this study was to understand the whole number, email address, date of birth, educational attainment of
phenomena as a whole complex, which cannot be fragmented the parents, and the number of years they stay in the State of
or reduced to a few variables. To do so, the researchers would Qatar. The participants were provided with twenty questions
yield a lopsided result that would not be faithful to the that allowed them to share their thoughts, lived experiences,
participants’ real situation (Tayade, 2019). and feelings that contributed to gaining information.

The researchers were required to seek variations within Before the actual interview, a consent form was given to
the confines of phenomena and investigate the rationale in the the participants. It served as evidence for the respondents’
discourse of analysis and narrative inquiry in differing explicit approval; included was the assurance of confidentiality of
and implicit philosophies (Elliot, et al. 2007). Thus, the their data and responses. The researchers handed a
researchers employed the narrative approach in putting all the questionnaire form to the participants that allowed the smooth
data through findings and discussion. A narrative, like most of flow of the interview (De Guzman, 2007). Moreover, the
the other qualitative approaches, is an umbrella term collected data were transcribed verbatim with the aid of the
encompassing a variety of methods. The narrative is simply recording gadgets. The researchers assured the participants
straightforward, a story told in a clear chronological order that that their responses would be handled with utmost animosity
coherently connects events for a focused audience. These and confidentiality (Sisno, 2017, Kayed & Hassan, 2012). The
stories serve as windows into the lives of the participants, researchers made use of field notes during the interview
which the researchers were able to obtain a greater process and were compiled for better interpretation of the
understanding of their life and their experience (Taylor, 2020). transcribed data. Such reminded the researchers of the
As such, the researchers rightfully observed that narrative respondents’ behavior, impression, verbal and non-verbal
conciliates between an inner world of though-feeling and an cues, and the context in the course of the interview. The
outer world of observable actions and states of affairs interview covered approximately forty minutes in length, and
(Mattingly and Garro, 2000). transcription of the data taken for two days (Sutton & Austin,
2015). The researchers used the pseudonyms to denote each
 Research Locus and Sample respondent for confidentiality (Moen & Middlethon, 2015).
The researchers conducted the research study in the
Philippine School Doha – one of the Philippine School  Data Analysis
Overseas in the Middle East. Philippine School Doha has Encapsulating the respondents’ assessment regarding the
served as a foundation and home for many different students phenomena of the research was the most vital component of
who have developed into smart and independent students. It is this study (Sutton & Austin, 2015). To further decrypt the
well known for its service and excellence, making the Filipino phenomenon of this study, the researchers made use of the
community satisfied for their act of assistance and high- phenomenological methods (Phillips-Pula et. Al., 2011) while
quality education. engaging in a systematic approach of arranging, considering,
and organizing the chronology experiences uttered by the

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participants (Moen & Middleton, 2015). The following  Familial Background

procedures were observed throughout the study: (1) It is no doubt that family background influences
transcribed the recorded data in a verbatim manner; (2) read students’ academic motivation. The data collected showed that
and re-read the respondents’ view of phenomenon; (3) the students’ parents are all professionals in their own chosen
constructed emic and reconstructed etic perspective; (4) field, and they held decent and stable positions. For these
extracted significant statements from the respondents’ reasons, the socioeconomic status of the students’ families is
viewpoints and created a compilation of these statements; (5) high. Thus, they can provide the required essentials needed for
analyzed and comprehended similarities of the respondents’ the students’ education.
responses to create unit thoughts; (6) sorted and grouped these  “My parents are both working in Ooredoo. They are both
thought units through a dendrogram (Acosta, 2010); (7) office administrators." (S5)
formulated a figure or simulacrum representing the complete  “My father is a Radio Technician, and my mother is a
findings of the study; (8) validated the emerged themes secretary in a prestigious company.” (S6)
through critical inspection to guarantee reliability and quality  “My mom is a nurse, and my dad is working on a logistics
of the interpretations (Kelchtermans & Ballet, 2002). company.” (S7)

The analysis of data was done in an inductive process, The data showed that the respondents belong to a
writing marginal notes on the transcribed data and later conventional family, wherein they are living in a simple and
following the flow of the findings to verify the emerging peaceful life- full of joy. Considering that the respondents
themes (Williamson, et al., 2017). Analysis and discussion of come from an intact structure of the family, the support system
data continued throughout the study until new categories nor and love among the members are powerful. Although the
themes would emerge, and saturation of findings was met students’ family is not perfect, they still have good, peaceful,
(Phillips-Pula, 2011). and harmonious relationships among one another.
 “My family is normal though it is not perfect, but we love
III. FINDINGS and support one another.” (S1)
 ‘’My family lived in Qatar for 13 years. Our life is simple
Probably the most substantial impact in our lives is the but full of joy and happiness.’’ (S4)
home where we grew up. Our birth order, the personality of  ‘’My family is normal ever since we were here, my family’s
our parents, the manner our siblings treated us, the decisions are what I am counting on, and I support it.’’
socioeconomic status of the family, the education, the place (S5)
we lived — all of these molded us at the time when we were
most vulnerable to being shaped (Collins, 2017). Apart from  Familial Expectation
these implied influences, our parents educated and trained us Nothing in life can be more captivating and satisfying
all the basics of proper decorum and behavior (Wittmeyer, than students’ trust in their capabilities to realize a given task.
2019). Indeed, family expectations, specifically the parental
expectations, boost the students’ motivation to perform better
Honestly, parents have essential roles to play in the life in school. The researchers found out that all the students’
of a child. The participation of the parents on a child directs parents have an ambitious dream for them to have successful
the future of the child. Parenting involvement and lives in the future.
participation are catch-all term for many different activities,
 “My family’s idea for me in the future is to become
which includes at home, good parenting, helping with
successful and to be a good partner and parent.’’ (S2)
homework, talking to teachers, attending school activities, to
 “My family’s dream for me is to continue and support
taking part in school governance (Grace, Jethro, & Aina,
whatever I love doing and to pursue the course of dentistry
2012). When there is a strong support system of the families to
that I like. These are my family’s dreams for me.” (S4)
learning, students tend to succeed not just in school, but
throughout the students’ life. (Grace, Jethro, & Aina, 2012).  “My parents want me to become successful. They love to
help and support my decisions as long as I am willing to
However, in this research, the emergent themes from the take them.” (S5)
gathered data analysis revealed that students viewed a broad  “My family’s dream for me is to become successful in all
and comprehensive scope of sources of family influences on my endeavors to have a good salary income and have a
academic motivation. The data visualize such family comfortable life. They love to see me working in the
influences that show a significant impact on the students’ pharmacy.” (S6)
motivation towards school. Depending on some
circumstances, it discerned that these family influences are The parental expectations served as constant reminders
being categorized into four, namely familial background, whenever the students feel lazy and discouraged because they
familial expectation, familial interaction, and familial had a hard time coping up with all the school works (Quion,
involvement. 2017). Students’ performances and achievements greatly
influenced by the words of encouragement, motivation, and

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persistence of the parents to their children to perform better in siblings. Nevertheless, I am trying my best to connect and
the school. build a good relationship with them.” (S6)
 “My family encourages me, but sometimes it hurts when
they do not see my efforts. They sometimes do not believe The interaction between and among the family members
that I did my best to study hard.” (S3) often challenged due to some family values and practices-
 “My family always reminds me to do my best. I know my these include opposing each other’s plan to do on weekends,
parents are working hard, and the only that I could repay comparing one child to another child, being dishonest, and
them is through studying hard and having good grades.” arguments of the parents. Nonetheless, family bonding- like
(S4) attending mass, eating meals together, going out every
 “My family’s expectation encourages and influences me weekend, and showing respect help resolve these minor
because I am the type of person that will leave all my concerns.
school works and just rest, but because of them, they  “I dislike the arguments of my parents because it affects
motivate me to push and strive harder and think about the whole family and me.” (S1)
positive things even though I am going through a hard time  “I tend to get upset when they are opposing each other’s
in the school.” (S6) plan to do at the weekend.” (S2)
 “My family’s expectations help me to become more  “I do not like it when my parents compared me to other
persistent in my studies.” (S7) students and other children because it puts my efforts in
becoming a better student away.” (S6)
 Familial Interaction  “The practices that I like in my family is bonding
Familial interaction mentions to both verbal and together.” (S1)
nonverbal information exchanged between and among the  “I like going out every Thursday because it is our family
family members. It entails the ability to give attention to what bonding.” (S7)
others are thinking or feeling.  “I like to go to mass and go out every weekend with my
family.” (S2)
In the same veins, the vital part of familial interaction is  “One of the practices that I like is that we still have meals
not just about talking, but also listening to what others have to together even though they are all busy at work.” (S4)
say. Interaction within the family is essential because it allows
family members to convey their needs, wants, and concerns to Despite all these imperfections in every family, and the
one another. It is through interaction that family members can academic pressures, students still found many ways to subdue
resolve the inevitable conflicts that may arise with in the them. Indeed, the data showed that students still managed to
family. deal and handle all these kinds of situations and remain
positive in their lives.
The findings showed that the rapport among the family  “One of the best ways to overcome these kinds of
members is well-established because they all speak the same situations, I have to take a good rest. I need to sleep well
language and dialect. It makes every member of the family to for me to have enough strength to bounce back.” (S6)
express his or her points easily.  “Spending time with video games and hanging out with my
 “In our family, we all speak English, Tagalog, and good friends are mostly my best ways to deal with stress
Bisaya.” (S1) and pressure in life.” (S5)
 “At home, we use Filipino language, and we also know  “Despite all the criticisms that I received. I still managed
how to speak Kapangpangan.” (S2) to remain optimistic and took them as advice for me to
improve.” (S2)
Furthermore, the findings showed that every family
member in the family also shared the same interests and  Familial Involvement
hobbies. Thus, it creates a closer bond and builds a good Based on the gathered data, parental involvement in the
relationship between and among the family members. students’ motivation congruously found to be conclusively
 “My brother and I are close to each other because we associated with the students’ academic endeavors.
share the same interests and hobbies. We love being Specifically, students whose parents are more active in their
together.” (S2) education have a higher level of motivation towards school
 “I am closer to my mother because she opens up a lot to works (-, 2016). Parental contribution and involvement in the
me. I can easily relate to her because we are both girls, children’s academic endeavors manifests that the students’
and we share the same interests.” (S4) parents are fully aware of the importance of their involvement.
 “I am closer to my mom and my siblings, but I have  “My family encourages me to study well and lessen
distance feelings to my dad. Being the middle child in the outings with my friends.” (S1)
family, I am automatically inclined closer to my mom.  “They always share their experiences in academics and
However, this causes some complex relationship with my giving me advice.” (S2)

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 “They encourage me by telling me that any effort that I Subsequently, research has verified the findings that
give to something is enough in that and I do not need to family background strongly correlated with students’
pursue myself because as a STEM student we are more performance and achievement in school. In some studies,
pressured to achieve an award and they always assure that family education, family income, and family structure are
no matter what with award or not they still love me.’’ (S6) some of the variables that may influence students’
performance and achievement. Better educated parents are
The data further showed that parental involvement in more likely to give attention the quality of education where
school undertaking makes the students more productive. they want their child to study (Egalite, 2016).
Students tend to strive harder when they know that their
family is interested in their school whereabouts. It also Highly educated parents intensify their children’s
modifies the students’ motivation and behavior not only in development and human capital by drawing on their excellent
school but also at home. language skills in communicating with their children (Egalite
 “Because of my parents’ encouragement and support 2016). Highly educated parents also use their social capital to
through words and actions, I am always reminded to do advance their children’s development (Egalite 2016).
my best. I show gratitude to them by aim high always.”
(S4) Family income is also one of the variables that have a
 “A simple way to show my gratitude to my parents for direct impact on a child’s academic performance and
helping my school works, for providing my needs, and for achievement. Indeed, parents with more considerable financial
giving gifts is by helping them do the household chores.” resources can use their resources to make sure that their
(S3) children have the access to a full range of extra-curricular
activities.
IV. DISCUSSIONS
Having an excellent familial background makes the
The researchers believed that every family member students more focused and motivated in their academic
benefits the assets they received from their family, not only endeavors as they have something to look after and achieve
with their financial support but also with their contributions more if not the same. They tend to choose a field where they
and influences towards a member’s primary interest (Lane, have a passion for most probably the things they have
2019). observed with their parents. They must have seen their
familial background as motivation as well to do better in the
Visualizing all these family influences, they are further school. Moreover, they tend to absorb knowledge from the
categorized based on the emerged thought units, similarities experiences they have within the family. Such would lead
between and among responses; however, all of them them to have a better school performance, which results in
synthesized in a systematic process to ensure family achievement. Lastly, turn to remain motivated to their school
influences within the members. The key to motivated and whereabouts.
successful academic endeavors lies mainly within the family,
considering the familial background, familial expectation,  Familial Expectation
familial interaction, and familial involvement. Most parent’s keen interest in their children’s
performance and achievement both in education and other
 Familial Background aspects of human survival (Chima & Ndukwu, 2017). That is
Family background cites all the conditions and why many parents strive and try their best to give their
circumstances in the family which affect the child physically, children’s needs (Chima & Ndukwu, 2017). Many parents
intellectually, and emotionally (Okiemute, 2017). Researchers struggle every day and do all sorts of things to care for their
pointed out that the family environment has more tendencies children (Chima & Ndukwu, 2017, Mba, 2007). Many
of increasing or decreasing the intellectual achievement of the enlightened parents believe that they can only expect great
child (Okiemute, 2017). Akubue and Akolo (2008) described performance, achievement and success from their children
family as a small kinship structural group with the vital only when the children are well provided and cared (Chima &
function of the natural socialization of the newborn. In the Ndukwu, 2017). Some parents also believe that when they
same vein, the family is defined as a primary social group of give their children with the necessary things they need, that
parents, offspring, and possibly other members of the their children will perform well in school (Chima & Ndukwu,
household (Okiemute 2017). 2017, Adebayo, 2000).

A family could be extended or nuclear. Extended Parent’s influence on their children extends to the kinds
families refer to a large group of related kin in addition to of expectations they have for their children’s school
parents and children, living together in the same household performance and achievement. Over the past half-century,
(Anderson and Taylor, 2000 as cited by Okiemute, 2017). parental expectations in affecting children’s academic
progress has received substantial from psychologists and

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sociologists. Generally, the parental expectations play a vital related to academic performance and achievement above and
role in children’s academic performance and achievement beyond the impact of the child’s intelligence (Topor 2010,
(Yamamoto & Halloway, 2010). Menor, Padecio, Villegas, Setinta & Regidor, 2017).

Putting much effort into accomplishing school tasks is a However, most parents nowadays are becoming less
must to address the flexibility of students’ motivation in active in the involvement of their children’s whereabouts as
school. Having lots of workloads and pressures both in school they enter the higher level. Lack of time, and work
and at home have been a huge concern for every student. That commitments, parents’ education and financial problem are
is why there is no better way to appreciate your children by some of the many barriers to parental involvement even
being flexible to them and show them that they are loved and though they want to be involved more (Karibayeva & Bogar,
valued, not just simple sets of expectations. 2014). Thus, letting the children experience a sense of being
independent. Based on the findings, parents’ willingness and
 Familial Interaction understanding the importance of their involvement can solve
Generally, scholars agree that family socioeconomic all these concerns.
status and family interaction significantly influence student
involvement and motivation in school (Liu & Chiang, 2019). V. CONCLUSION
The researchers believed that interactions within the family
are critical to wellness across time (Fisher, 2015). Thus, The study revealed four terminologies: Familial
family interaction and social support from friends are the background, Familial expectations, Familial interaction, and
factors related the most to better well-being (Yubero, 2018). Familial involvement. For every student, they have their
familial background, familial expectation, familial interaction,
In this perspective, frequent interaction within the family and familial involvement that influenced their academic
is necessary for the students to succeed in their academic motivation.
endeavors. Effective interaction usually found in strong and
healthy families. However, weak interaction almost always The findings highlighted the many ways of how the
found in unhealthy family relationships. family influenced the students’ academic motivation. These
four findings worked hand in hand.
Parents’ busy schedule at work and having a lot of other
commitments would affect the drive of students for their The researchers concluded that familial background
academics. Balancing work and other commitments are the greatly influenced the students’ academic motivation. It
ways how parents keep their interaction at homework. If there included the socioeconomic status of the family, family
is a greater balance between work and home, the more structure, values, and practices. Better educated parents are
productive you and your family will become as stated by more likely to regard the quality of education where they want
(Bernan, 2002) in his study. Parents’ enough and quality their child to study (Egalite, 2016). Highly educated parents
interaction with the children greatly influenced everyone’s intensify their children’s development and human capital by
motivation in life. drawing on their excellent language skills in communicating
with their children. Indeed, parents with more considerable
 Familial Involvement financial resources use their resources to make sure that their
Parental involvement is a factor that is related to a child’s children have opportunity to a full range of extra-curricular
increased academic performance and achievement (Hill & activities.
Craft, 2003). Parental involvement talks not only control
children’s educational progress, but also active participation in High and attainable familial expectations had a positive
school meetings and events, collaborating with the teachers, and significant influence on students’ self-efficacy belief. A
and helping children at home. Parental involvement is a belief can lead to high academic success and their entire life as
crucial factor during the school life of children, especially in a whole. In general, parental expectations played a vital role in
lower years (Karibayeva & Bogar, 2014). Scientists children’s academic motivation, achievement, and success.
discovered that parental involvement can affect children’s
academic performance, progress, behavior, language abilities, Familial interaction, both verbal and nonverbal,
achievement, and social skills. Generally, the perception of therefore is necessary because it enables family members to
life as a whole (Karibayeva & Bogar, 2014). convey their needs, wants, and concerns to one another. It is
also true for the student’s needs, wants, and concerns in
Parent involvement can be measured in multiple ways, school. It helps resolve the unavoidable conflicts that may
including the parents’ engagement and participation at home arise. The most important part of interaction is not just about
and school and the positive attitudes of the parents towards talking to the child but also listening to what the child has to
their child’s education, school, and teachers (Kohl, Lengua, & say.
McMahon 2000). Significantly, parent involvement was

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