QN - Arsenio - Relationship Between Family Structure and The Level of

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Santiago Integrated National High

School
Senior High School Department
Relationship Between Family Structure and the Level of

Self-Motivation Among Senior High School Students at
Santiago Integrated National High School
A Research Study Presented to the
Senior High School Department of
City of General Trias, Cavite
In Partial Fulfilment of the Requirements
for the Humanities and Social Sciences Strand
Arsenio, Will Allen E.
Coquilla, Julie
Cunningham, Jhon Rex G.
Encabo, Fhiedela
Lolos, Nikko
Montaño, Kimberly Kaye
Payo, Joaqui James
Pasagui, Daniela E.
Porcal, Rodelyn T.
Rosaceña, Tristan G.
Tigley, Ken A.
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CHAPTER 1
INTRODUCTION
1.1 Background of the Study
A major obstacle to development is a lack of motivation, which is
necessary for productivity to occur. Family as a basic foundation of
development, is a factor of self-motivation. According to Drew (2023), a family
can be defined as a social unit characterised by shared living arrangements,
economic collaboration, and the act of reproducing. Families encourage their
kids to work harder in school so they can have successful futures. Family is
the basis and supporter of their offspring, regardless of the obstacles they
face, because family is the one that lends a helping hand to them. The family
is the one that motivates their children (Suleman et al., 2012; Costaños et al.,
2020).
Family is the first school of socialization for children. It is through the
family and its members, the children soak up deep-rooted values and tend to
have a solid sense of security and self-concept (Bhatt and Bahadur, 2020).
Family status can affect a student’s initiative. Hattie et al. (2020) consider
motivation to be a function of agency, tracking one’s progress toward a goal,
and one’s perception of one’s own capacity for learning and action.
Essentially, one’s motivation is important. According to studies, parents and
families are the most significant individuals that children interact with during
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their early years. As a result, family involvement has a significant impact on
students’ self motivation (Iruka et al., 2008; Paculan et al., 2019). Drew
(2023) emphasized that many human societies typically have their
foundations based on family structures, which are commonly regarded as the
fundamental elements of a society. This study classified three specific family
structures to concentrate on during the assessment: single-parent, nuclear,
and extended families.
In 2017, Shumaila Khurshid, Oaisara Parveen, and Imran Yousef
conducted a study in Pakistan that found no difference in self-efficacy and
motivation between students from joint families and those from nuclear
families. However, a more recent study by Larwin and Reash in 2020
contradicted this finding. According to their study, care, particularly in the
context of long-term relationships such as family, is a constant factor in
motivation. This leads us to the still unanswered question of the relationship
between family structure and self-motivation among students. Considering
these findings, this study aims to investigate how family structure influences
students’ self-motivation. Understanding the relationship between family
structure and self-motivation can provide us with a deeper insight into a
student’s being.
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1.2 Statement of the Problem
This study aims to analyse the relationship of family structure between
self-motivation of the students. Therefore, answering the following questions:
(1) What is the family structure of the senior high school students in school?
(2) What is the level of self-motivation of the senior high school students in
school in terms of;
a. Self-efficacy
b. Goal Setting
c. Persistence
(3) Is there a significant relationship between the family structure of the
students and their self-motivation?
1.3 Hypothesis
This study aims to understand how family structure relates to high
school students’ self motivation. It investigates the impact of different family
situations on students’ motivation levels.
H0: There is no significant relationship between the family structure of the
senior high school students in school and their self-motivation.

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1.4 Conceptual Framework
Figure 1. The schematic diagram of the Independent and Dependent variables of the study.
According to the findings of Paculan et al. (2019), family dynamics can
impact a student’s self motivation in both positive and negative ways.
Nurturing homes with active parental participation often foster improved
student’s self motivation, while disruptions like divorce or separation can
temporarily impact it. To support students from diverse family backgrounds,
understanding and addressing their unique needs is vital. Parental
engagement is key to a child's self motivation, as it correlates with higher
performance.
In single-parent families, effective communication aids adolescent
resilience, motivation regulation, and stress management. This open
communication is influenced by parental involvement, stable marital status,
and economic resources, fostering a supportive environment that leads to
better personal growth. Limited access to educational resources in
single-parent and underprivileged families can affect students’ motivation.
Encouragement from families significantly influences self-motivation,
according to Nadya & Pustika (2021). Single-parent households may struggle

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to provide emotional support due to time constraints, potentially dampening a
child's motivation for learning, whereas nuclear families typically offer more
balanced support and guidance, fostering stronger self motivation. Family
structure also impacts resource access, with single-parent households facing
challenges in providing necessary support, potentially affecting student
motivation. Students from intact families may find encouragement within
themselves to develop a positive learning approach in their studies.
Conversely, students from broken families may exhibit different behavioral
patterns when it comes to specific tasks (Moneva & Malbas, 2020).
In essence, family dynamics play a significant role in shaping self
motivation. Limited access to resources in single-parent or underprivileged
households underscores the critical role of education in shaping an
individual's prospects.
1.5 Scope and Limitations
The main objective of this study is to provide information about the
effect of family structure in students’ self-motivation. This assertion was
conducted during the period from September 2023 to May 2024. This study is
limited to the 60 Grade 12 Male and Female enrolled in School Year
2023-2024 of Santiago Integrated National High School. Each of the
respondents is given a questionnaire to answer. The students selected came

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from different sections of all senior high school grade levels to prevent
subjective perceptions.
The study does not aim to identify other components. Influential
factors such as extracurricular activities, mental health, and individual
learning styles are not conceptualised. Additionally, socioeconomic factors,
including income levels and financial stability, which could affect family
structure and students' self-motivation, have not been extensively explored in
the study.
1.6 Significance of the Study
This study aims to provide information regarding the significance of
family structure on a student’s self-motivation, specifically contributing
knowledge to the following individuals:
Guidance Counselors. This research will help guidance counselors
understand how family structure affects students’ self-motivation. With this
understanding, counselors can offer personalized support to students dealing
with family-related challenges, helping them succeed in school.
Parents. This study shows parents how their family structure impact
their children's self-motivation. Knowing this, parents can make informed
choices to better support their children's education and overall well-being.

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Students. Through this study, students will learn how their family
situation influences their self-motivation in school. By understanding these
connections, students can use this knowledge stay motivated to succeed.
Teachers. This research provides teachers insights into how a
student's family background affects their self-motivation. With this knowledge,
teachers can adapt their teaching methods and provide extra support to
students who need it most.
Future Researchers. This study lays a solid foundation for future
research on similar topics. By building on what we've learned, future
researchers can explore the complexities of family and self-motivation further,
advancing our understanding in this area.
1.7 Definition of Terms
The following key terms will be defined and clarified to ensure a
comprehensive understanding of the study's context:
Extended Family. A type of family where the student is living with
his/her parents alongside with other relatives.
Family. A group of blood-related people that has either a single or
paired parent, and a student.
Family Structure. The type of family that the student is living with on
a daily basis.
Goal Setting. A process of identifying specific objectives or outcomes
that the student aims to achieve within a defined period.

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Nuclear Family. A type of family structure that has both a mother and
a father.
Parental Involvement. The involvement or participation of the
parent/s in the education of the student.
Persistence. The quality of continuing to pursue a goal, task, or
objective despite facing obstacles, setbacks, or challenges.
Single-parent Family. A type of family structure that has only a father
or a mother.
Self Efficacy. The student’s belief in their ability to do different tasks.
Self-Motivation. The state of the student’s encouragement to do
school work.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Research has found that the most significant elements for boosting
self-motivation in children are a positive classroom atmosphere and
supportive school environment along with active participation of parents. This
highlights the crucial role that parents play in their child’s academic success
(Jerome, 2023). The aim of this study is to delve into the correlation between
a student’s level of self-motivation and their family structure. Family Structure
has significantly influenced one’s self-motivation. Empowering students to feel
valued and unique within their learning environments has been found to foster
positive beliefs about themselves, leading to increased self-motivation to
learn (Baeten et al., 2012; Robertson & Padesky, 2019; Trolian & Jach, 2020;
Reash & Larwin, 2020).
2.1 Student’s Self-Motivation
Self-motivation is one of many mental mechanisms that underlie
human action. This is the force that drives a person and drives them to
achieve a goal and behave in a certain way in a certain situation.
self-motivation influences the path an individual chooses and the goals they
set (Beck, 2021; Davidovitch & Dorot, 2023). Self motivation is a crucial
aspect of human life that helps individuals to achieve their goals and fulfil their
aspirations. It is a mental mechanism that drives a person towards a

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particular goal and influences their actions and behaviour in a given situation.
Self-self-motivationplays a significant role in shaping an individual's choices
and decisions and determines the levels of success that they can achieve in
their lives. Self-motivation is particularly important because it helps individuals
to overcome obstacles and challenges that they encounter along the way. It
gives them the drive and determination to pursue their goals relentlessly, even
when faced with setbacks and failures. Self-motivation also enables
individuals to set realistic and achievable goals, which they can work towards
with a sense of purpose and direction.
Self-motivation refers to the inner drive of an individual to pursue
certain goals, which is often evidenced by the effort or energy they expend in
carrying out tasks. It encompasses all the factors that propel a person
towards action (Rafiola, 2019). On top of that, it is worth noting that a
student’s capacity to complete tasks is heavily dependent on their
self-motivation.
According to Paculan et al. (2019), self-motivation is the basic formula
for academic success. It involves internal and external factors that stimulate a
person’s desire and energy to continuously be interested in and committed to
a job, role or subject or to efforts to achieve a goal. Furthermore, it reinforces
the idea and vital nature of a student’s self-motivation not only for their
academic performance but also for their overall development as a person.
When a student possesses a high level of self-motivation, they are
more likely to experience a sense of personal accomplishment and

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satisfaction. These individuals are willing to take risks in order to achieve their
goals and are highly resilient in the face of failure. They exhibit a great deal of
courage and determination in pursuing their objectives. In essence,
self-motivated individuals remain focused on their goals, consistently strive to
improve, and ultimately, achieve success (Bhatt & Bahadur, 2020).
Studies have demonstrated a definite connection between parental
participation and kids’ self-motivation (Samir, 2014; Putsika & Nadya, 2021).
As mentioned in Paculan et al. (2019), Gasco et al. (2017) pointed out
that self-motivation is a significant factor in learning, as it strongly influences
school.
Self-motivation is essential in education to achieve excellent academic
performance. Whether learners are extrinsically or intrinsically motivated, it
will greatly help them challenge themselves to be productive and actively
participate in daily educational activities (Fulgencio et al., 2021).
In education, motivational problems are very common. According to
teachers, one of their frustrations concerns the students who are not
motivated to learn. However, motivated learners are better able to learn,
participate actively in educational activities, and progress academically
(Karaguven, 2010; Javaeed et al., 2019; Fulgencio et al., 2021).
Additionally, studies indicate a connection between parental
participation and kids’ intellectual growth and ensuing intrinsic self-motivation
for learning (Hamjah, 2010; Putsika & Nadya, 2021).

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Students get their self-motivation from their families. A family inspires
its children to work harder in school so they can have a good future. But some
families, such those with family problems, have their own issues that
negatively impact students’ self-motivation in their academic achievement
(Suleman et al., 2019).
Self-motivation is considered an important affective concept in
education, as it is relevant as a learning force in students’ basic activities and
engagement. The fundamental state of self-motivation is believed to be the
reason for behaviour and the driving force behind its development (Odanga,
2018; Oladele, 2023).
Yu et al. (2022) found self-motivation to be the strongest potential
predictor of satisfaction, teaching presence, social presence, and cognitive
presence. This means that students’ motivations, such as interest, values,
responsibility and pressure, determine their satisfaction with courses, which
also predicts their intended behaviour. The research suggests that students'
self-motivation is a powerful indicator of their satisfaction with a course.
Students who are motivated by their interests, values, sense of responsibility,
and external pressures are more likely to report higher levels of satisfaction
with their courses. In addition, this satisfaction with the course is a strong
predictor of the presence of effective teaching, social interaction, and
cognitive engagement. This means that students who are motivated and
satisfied with their courses are more likely to engage with course materials,
interact with their peers and instructors, and ultimately achieve their
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educational goals. Therefore, it is important for educators to understand the
motivational factors that drive students and work to create a learning
environment that fosters and supports these motivations.
2.2 Family Structure
The family, which traditionally consists of two parents raising their
children or a group of people living under one roof and typically under one
head, is the fundamental social unit. A child’s educational contribution is
mostly determined by the sort of family structure they are a part of, which can
include nuclear, extended, step/blended, single-parent, adopted, and foster
families (Meleen, 2019).
Family structure is of special interest in understanding adolescent
health. However, while the family structure is becoming more diverse in
China, much of the research has overlooked more complex types of family
structure and the indirect association between family structure and adolescent
health factors. (Journal of Child and Family Studies, 2022). It is essential to
understand the complex types of family structures that exist in society, such
as single-parent families, stepfamilies, and blended families, to fully
comprehend the impact of family structure on adolescent health. By
acknowledging the indirect connections between family structure and
adolescent health factors, we can develop effective interventions and policies
to promote the well-being of adolescents in all types of family structures.

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Studies suggest that children from intact, nuclear families tend to
perform better academically than their peers from single-parent households,
as per basic academic achievement measures like classroom grades,
standardised tests, and teacher evaluations (Lee, Kushner & Cho, 2007;
Watt, 2019). Leading to the question that there could be a possible
relationship between a student’s family structure and their motivation.
There is no denying that the number of students living in single parent
households is on the rise. According to a study funded by the World Health
Organization and conducted by the Department of Health (DOH) and the
National Institutes of Health of the University of the Philippines, the number of
single parents in the Philippines is currently estimated at 14 and 15 million,
(WHO, 2023).
Studies show that students living in nuclear homes benefit from
interaction with their parents and are less influenced by their siblings and
extended family members. On the other hand, adolescents living in
non-nuclear households benefit from interactions with non-resident parents,
siblings or extended family members, supporting compensatory patterns of
family interaction (Wikle & Hoagland, 2020).
According to Jerome (2023), the family is considered as the
fundamental unit in society, which can take various structures such as
nuclear, extended, single-parent, and others, and is typically composed of two
parents raising their children or a group of people living together under one
roof and one leader. It is essential to conduct a study that focuses on the
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motivations and strategies of students, as well as the factors that impede their
learning, as they are the backbone of the learning process. Students
themselves play a crucial role in improving their own learning and achieving
better academic results.
Family is the foundation for children to decide how they are expressed
and interact with the rest of the world. A large body of research shows that
the family structure in which children grow up affects a variety of outcomes
in their lives, including educational, social, cognitive, and behavioural
domains. However, changes in family structure can disrupt this process,
which can lead to greater instability and stress as well as fewer resources
(Stoddard-Bennett, 2023).
Wasserman (2020) states that when considering how family structure
affects children’s outcomes, the natural starting point is the way resources
are provided and allocated within the family. Compared to other types of
families, on average Two-parent families have more economic resources,
including higher family income, greater assets, and less exposure to
financial fluctuations.Two-parent families also have access to more parenting
resources, including the quantity and quality of time spent with parents.
Studies indicate that children who reside with both their biological
parents in a traditional family tend to perform better than those who live in
other family structures (Hofferth, 2006; Martin, 2012; McLanahan & Sandefur,
1994; Schiller, Khmelkov, & Wang, 2002; Wu et al., 2015; Abuya et al., 2019).
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2.3 Family Structure to Self-Motivation
According to Watt (2019), the stress of living in a single-parent
household can be overwhelming for both parents and students. Single-parent
families face the stress of facing many other pressures and areas of concern
that the ordinary “nuclear” family does not face. Rendering the conclusion that
there are factors of being in a single-parent family that can affect a student’s
stress, hence; ability to motivate and be motivated.
In a research by Peter Barasa Nato (2016), cited by Paculan et al.
(2020), 87.1% of respondents attributed the good performance of learners
from nuclear family backgrounds who provided financial support, family
support, parental motivation, and home learning environment.
Narimani (2021) states that passionate separation is one of the
foremost vital injuries that the family faces and is the foremost imperative
figure in family breakdown, a single-parent family. It appears that passionate
separation was related contrarily with versatile motivational structure and
communication design, but emphatically with non-adaptive motivational
structure and similarity design. The come about of relapse examination too
appeared that 45% of the fluctuation of passionate separation was clarified by
the motivational structure factors of family communication designs.
Rubamande et al. (2021) examined the variables improving positive
execution of understudies from single parent families. Concurring to their
examination, comes about uncovered that positive support of the
understudies towards scholarly things, positive social circle, self-motivating

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and empowering, counselling and direction administrations as well as setting
tall desires and wants in life were found to be the affecting components
upgrading great execution of understudies from single guardians. Basing on
the consider discoveries, the analysts suggest that guardians ought to be
capable to their children in arrange to guarantee the great welfare of their
children
A study by Hidajat et al. (2020) finds emotional support from their
family helps the participant increase self-motivation when having difficulties in
learning and when experiencing laziness in doing assignments. The study
participant also stated that the relationship status and support of his or her
parents are important. As a result, it is clear that the fact that we are both
single parents or full families actually leads us to have an emotional divide.

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CHAPTER 3
METHODOLOGY
This chapter will present a detailed description of the research
methodology applied in this study.
3.1 Research Design
The study’s research design is identified as correlational, with the
goal of establishing relationships among variables (Kendra, 2020; Jacinto
& Alieto, 2020). The study used correlational quantitative design because
it explores the relationship between variables by using statistical analysis.
It involves analysing, recording, computing and interpreting the two
variables of family status and self-motivation. (Costaños, 2020).
Correlational research design is indispensable for examining
associations between variables, providing valuable insights into naturally
occurring relationships, offering predictive power for future outcomes, and
maintaining practicality and ethical considerations in research settings
where manipulation of variables is impractical or unethical, ultimately
contributing to a deeper understanding of complex phenomena. Devi and
Lepcha (2023) stated that correlational research explores how two or
more variables are related, without manipulating them. It’s

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non-experimental, meaning researchers observe existing relationships,
not causing them. This study will utilize the correlational design in order to
assess the relationship between the family structure and the student’s
self-motivation level.
3.2 Population and Sample
According to Shukla (2020), a population encompasses all units
applicable to research findings. Essentially, it represents the set of units
possessing variable characteristics under study, allowing for the
generalization of research findings. Conversely, a sample, being a portion
of the population, serves as a comprehensive representation. The
selected units, constituting the sample, are required to embody a
spectrum of characteristics across various types of population units.
The study’s population will focus on the students from Santiago
Integrated National High School. 60 respondents being the Senior High
School Students will be selected using purposive sampling. Utilising this
sampling will aim students of the following structures; single-parent,
extended, and nuclear families.

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3.3 Data Gathering Procedure
Researchers will request permission from the school and business
establishments to conduct a study through questionnaires. The chosen
respondents will be given a questionnaire, provided with a collective
explanation and confidentiality. The researchers will analyze the collected
data, focusing on patterns, trends, and relationships. The researchers will
then communicate the findings to the respondents, providing a clear
summary of the study's outcomes. The study's findings will be objectively
derived from the data and respondents' answers.
3.4 Research Instrument
A questionnaire was developed to collect data for a study aimed at
examining the relationship between family structure and self-motivation
levels. The questionnaire consisted of two sections, each designed to
capture specific aspects of the variables under investigation.
The first section of the questionnaire was designed to assess
participants’ family structures. Respondents were asked to indicate their
family configuration by selecting from predefined options, which included
nuclear family, single-parent family, and extended family. The aim of this
section was to provide valuable insights into the familial contexts in which
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participants were situated. The second section of the questionnaire
focused on assessing participants’ self-motivation levels. Using a Likert
scale, participants were asked to rate their agreement with a series of
statements that pertained to their motivation to achieve goals, persistence
in overcoming challenges, and proactive behavior in goal-setting. This
section provided quantitative data regarding participants’ perceptions of
their own motivational tendencies.
The questionnaire was deliberately structured in a manner that
facilitated efficient data collection and streamlined subsequent analyses.
By organizing the sections according to the priority of the variables under
investigation, the questionnaire enabled a comprehensive exploration of
the relationship between family structure and self-motivation.
3.5 Data Gathering and Statistical Analysis
In this study, the following variables are bound to be measured or

observed:
SOP 1. Family Structure
Utilizing a checklist tool to determine the family structure of the
respondent, which is either nuclear, single-parent, or extended family. The
analysis of the data will use frequency and percentage

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SOP 2. Self-Motivational Level
Utilizing a motivational assessment tool to evaluate the respondent's level
of motivation using a Likert scale, with 1 (Very Rarely) representing the
lowest level and 4 (Always) representing the highest. Data interpretation
will involve calculating the mean and standard deviation.
SOP 3. Correlation between Family Structure and Self-Motivation
After the assessment, a certain statistical treatment will determine
the relationship between family structure and the self-motivational levels of
the respondents.
This study will utilise Pearson chi-square as its statistical tool for
analysing and interpreting the results. The study focuses on examining the
relationship between family structure and students' self-motivational
levels.
To investigate the potential relationship between family structure
and self-motivation, participants will be asked to rate their level of
self-motivation using a Likert scale ranging from 1 to 4, with higher scores
indicating greater self-motivation. Similarly, they will indicate their family
structure, which could encompass nuclear, single-parent, or extended
families.
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After categorizing the Likert scale responses for self-motivation and
the corresponding family structures, the Pearson chi-square test will be
conducted. This test will assess whether there is a significant association
between the two variables. A positive association between family structure
and self-motivation would suggest that certain family structures are
associated with higher levels of self-motivation, while a negative
association would imply the opposite. This analysis aims to provide
insights into the potential influence of family structure on individual
self-motivation levels.
To determine if there is a significant association between the
independent and dependent variables of the study, the Pearson
chi-square test was utilized with a significance level set at 0.05.

Santiago Integrated National High School 1
CHAPTER 4
RESULTS AND DISCUSSION
This chapter unveils the findings of the study, offering a detailed
analysis and interpretation of the data collected. Through clear
presentation and insightful discussion, we explore the implications of
these results and their significance within the context of our research
objectives.
4.1 Respondents of the Study
There were 60 total of Senior High School Students from
Santiago Integrated National High School.
Table 1
Respondents of the Study
Grade Level Frequency Percentage

11 27 45%
12 33 55%
Total 60 100%
Table 1 shows that there were a total of 60 respondents from
the study, all are senior high school students; Grade 11 with 27
respondents, and Grade 12 with 33.

4.2 Family Structure of the Students
Three family structures were identified as the independent
variables of the study. Out from the 60 total senior high school
respondents, Single-Parent Family, Nuclear, and Extended Family
equally had 20 respondents respectively.
Table 2
Family Structure of the Students
Family Structure Frequency Percentage

Single-Parent 20 33.3%
Family
Extended Family 20 33.3%
Nuclear Family 20 33.3%
Total 60 100%
Table 2 displays the distribution of respondents across different
family structures. It indicates that each family structure—Single-Parent
Family, Nuclear Family, and Extended Family—received an equal
share of 33.3% of the total respondents.
The study’s sample consisted of a total of 60 respondents whom
are senior high school students from Santiago Integrated National High
School, evenly distributed among three family structures: single-
parent, extended, and nuclear families, with 20 representatives each.

This balanced representation allows for a comprehensive examination
of the relationship between family structure and students’ self-
motivation among the general population of Senior High School
students.
4.3 Level of Self-Motivation of the Students
The self-motivational level was measured through a general
‘Agree’ verbal interpretation based on the responses collected from 20
respondents within each respective family structure.
Table 3
Self-Motivational Level of the Students
Statement Mean SD Verbal

Interpretation
I’m confident in my ability to 3.32 0.70 Agree
achieve goals I set for myself.
I believe that if I work hard and 3.43 0.74 Agree
apply my abilities and talents, I
will be successful.
I tend to put forth my best effort 3.10 0.77 Agree
so that I feel proud of my work.
I set written goals and 2.83 0.67 Agree
objectives on an annual basis
to achieve what I aspire for in
life.
I reward myself when 3.15 0.82 Agree
accomplishing significant goals.
I set challenging goals for 3.08 0.72 Agree
myself.
I am aware of my deadlines and 3.07 0.76 Agree
ensure I meet or exceed them.
I think positively about setting 3.22 0.76 Agree

goals and working towards
achieving them.
When working on my goals, I 3.15 0.71 Agree
put forth my best.
I reward myself when 3.27 0.82 Agree
accomplishing significant goals
My biggest reward after 3.52 0.81 Strongly
completing something is the Agree
satisfaction of knowing I’ve
done a good job.
Grand Mean 3.19 0.75 Agree
Table 3 shows that the Level of Self-Motivation of the Students
are 3.32, 3.43, 3.10, 2.83, 3.15, 3.08, 3.07, 3.22, 3.15, 3.27, and 3.52
respectively; majority was remarked as ‘Agree.’ The general Self-
Motivational Level gained a grand mean of 3.19; verbally interpreted
as ‘Agree.’
The findings presented in Table 3 highlight the self-motivational
level of students, with a majority of responses falling under the ‘Agree’
category. This underscores the importance of self-efficacy in driving
self-motivation towards their goals. This aligns with Hidajat et al.’s
(2020) assertion that self-motivation is a dynamic process influenced
by various factors such as social support, goal orientation, and self-
efficacy. Furthermore, the connection between parental participation
and students’ self-motivation, as suggested by Putsika & Nadya
(2021), warrants further exploration.

In terms of measuring the students’ self-motivation based on
their self-efficacy (Statements No. 1, 2, and 8), with a mean of 3.32,
3.43, and 3.22 respectively, interpreted as “Agree” by the respondents,
the students’ self-efficacy was not significantly different from each
representative of every family structure.
Meanwhile, students’ self-motivation based on their goal setting
(Statements 4, 6, and 10) are at a mean of 2.83, 3.08, and 3.22,
verbally interpreted as “Agree.” Student’s goal setting was not
significantly different from each representative of every family
structure.
Students’ self-motivation based on their persistence
(Statements 3, 5, 7, 9, and 11) stands at a mean of 3.10, 3.15, 3.07,
3.15, and 3.52. Verbally, it is interpreted as “Agree.” Student’s
persistence was not significantly different from each representative of
every family structure.
4.4 Correlation between Family Structure and Self-Motivation of
the Students
The study’s null hypothesis was not rejected, indicating that
there is no significant relationship between family structure and
students’ self-motivation.
Table 4
Correlation between Family Structure and Self-Motivation
Test df p Decision
Chi-square 36 0.483 Failed to
reject Ho
Level of Significance: 0.05
Ho: There is no significant relationship between Family Structure and Self-Motivation.
Table 4 presents the results of a chi-square test conducted to
examine the relationship between variables, the test yielded a p-value
of 0.483.
The study’s findings align with previous research by Shumaila
Khurshid, Oaisara Parveen, and Imran Yousef in Pakistan (2017),
which found no significant difference self motivation levels between
students from extended families, single-parent families and those from
nuclear families. All respondents generally agreed with the parameters
by measuring their self-efficacy, goal setting, and persistence; as basis
for their self-motivational level, regardless of their family structure.

CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter comprehensively covers the summary,
conclusions derived from the results, and recommendations for the
beneficiaries of this study, as well as offering insights for future
researchers on a broader scale.
5.1 Summary
The main objective of this correlational study is to provide insight
into the relationship between family structure and the self-motivation
levels of senior high school students, with three different family
structures identified as independent variables: single-parent, nuclear,
and extended families. Self-motivation is considered the dependent
variable. To assess this relationship, the researchers collected data on
the family structure of the students and assessed their levels of self-
motivation based on their self-efficacy, goal setting, and persistence. A
statistical analysis was utilized to identify correlation between family
structure and self-motivation.

Reviewing related studies, it becomes evident that self-
motivation among students is significant and linked to family structure.
These studies emphasize the positive impact of a supportive
classroom and school environment, as well as active parental
involvement, in fostering self-motivation in children. While research
indicates that children from intact nuclear families tend to excel
academically, factors such as parental encouragement and effective
communication within the family also significantly contribute to
enhancing students’ self-motivation, irrespective of family structure.
Sixty respondents, comprising Grade 11 and 12 students from
Santiago Integrated National High School, representing the three
family structures, participated in the study. The respondents were
assessed through a survey questionnaire utilizing a self-motivational
assessment tool employing a Likert agreement scale to measure
students’ self-motivational levels. Chi-square Pearson analysis was
employed to determine the significant correlation between family
structure and self-motivation among the students.
5.2 Conclusion
The general verbal interpretation of the self-motivational
assessment tool was ‘Agree.’ This implies that regardless of the type
of family structure the student has, their level of self-motivation remains
high. Therefore, family structure has no significant correlation with the
self-motivational level of the Senior High School Students of Santiago
Integrated National High School.
SOP 1. Family Structure of the Students
Illustrated the various types of families among senior high
school students in the study, including those with nuclear families,
extended families, or a single parent. It indicates that students come
from diverse family backgrounds. Understanding this will help to
comprehend how family situations might impact self-motivation. There
were an equal amount of respondents per family structures.
SOP 2. Self-Motivational Level of the Students
The self-motivational level of the respondents received a
positive outcome as their levels of self-motivation are high and are
consistent. The self-motivational level of the students was assessed
according to the following:
2.1 Self-Motivation based on Student’s Self-efficacy.
Students believe in themselves and their abilities, feeling
confident about tackling challenges.

2.2 Self-Motivation based on Student’s Goal Setting.
Students set goals for themselves and have clear ideas about
what they want to achieve.
2.3 Self-Motivation based on Student’s Persistence.
Students persist even when faced with adversity, not easily
giving up and continuing to exert effort.
SOP 3. Correlation between Family Structure and Self-Motivation.
After examining family structures and self-motivation levels, the
results indicate that there is no significant connection between the two.
This suggests that whether a student comes from a nuclear, extended,
or single-parent family, they all appear to be highly motivated in school.
This indicates that family structure alone does not determine the
students’ level of motivation to succeed.
5.3 Recommendations
The following recommendations based on the results and
conclusions of the study aims to provide a consistent supportive
learning environment, maintain a well-motivating educational
community, and offer future researchers a broader aspect of family
structure.
1. Based on the findings of this correlational study, there is
no significant relationship between family structure and
self-motivation. Therefore, it can be inferred that family
structure alone may not be the sole factor influencing
one’s level of motivation. Thus, providing a consistently
supportive learning environment for students is crucial in
promoting their self-efficacy.
• Weekly Recognition Program
• Annual Self-efficacy Survey
2. As indicated by the results, the self-motivational levels of
students remain consistently high across different family
structures, reflecting a positive mindset among students,
particularly at Santiago Integrated National High School.
Sustaining this positive environment will ultimately
benefit the students and contribute to their overall well-
being.
• Pair-Buddy System for Students
3. The study only examined three types of family structures:
nuclear, extended, and single-parent. Future researchers
may explore a wider range of family structures to
potentially uncover broader and more significant
differences. By including a greater variety of family types,

researchers can access a larger sample size, which may
reveal different perspectives in the relationship between
family structure and self-motivation.
4. Though the equal presentation of each family structure
will promote equal results for family structure, future
researchers may explore a larger sample of each family
structure to enhance a comprehensive understanding of
the general population.
5. The study explored the Senior High School Department
of Santiago Integrated National High School. Future
researchers may extend their study to other lower grade
levels to enhance comprehensiveness.
6. In essence, these recommendations serve as a
foundation for creating an environment where all
students can thrive academically and personally,
regardless of their family structures. By embracing
diversity and implementing empowering support
systems, educational institutions can help students to
reach their full potential and contribute positively to
society.

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1

Santiago Integrated National High

Relationship Between Family Structure and the Level of

A Research Study Presented to the

Senior High School Department of

Santiago Integrated National High School

City of General Trias, Cavite

In Partial Fulfilment of the Requirements

for the Humanities and Social Sciences Strand

Arsenio, Will Allen E.

Cunningham, Jhon Rex G.

Montaño, Kimberly Kaye

Payo, Joaqui James

Santiago Integrated National High

1.1 Background of the Study

A major obstacle to development is a lack of motivation, which is

necessary for productivity to occur. Family as a basic foundation of

development, is a factor of self-motivation. According to Drew (2023), a family

can be defined as a social unit characterised by shared living arrangements,

economic collaboration, and the act of reproducing. Families encourage their

Family is the first school of socialization for children. It is through the

motivation to be a function of agency, tracking one’s progress toward a goal,

Essentially, one’s motivation is important. According to studies, parents and

Santiago Integrated National High

their early years. As a result, family involvement has a significant impact on

(2023) emphasized that many human societies typically have their

foundations based on family structures, which are commonly regarded as the

fundamental elements of a society. This study classified three specific family

structures to concentrate on during the assessment: single-parent, nuclear,

and extended families.

In 2017, Shumaila Khurshid, Oaisara Parveen, and Imran Yousef

conducted a study in Pakistan that found no difference in self-efficacy and

families. However, a more recent study by Larwin and Reash in 2020

contradicted this finding. According to their study, care, particularly in the

context of long-term relationships such as family, is a constant factor in

motivation. This leads us to the still unanswered question of the relationship

between family structure and self-motivation among students. Considering

students’ self-motivation. Understanding the relationship between family

structure and self-motivation can provide us with a deeper insight into a

Santiago Integrated National High

1.2 Statement of the Problem

This study aims to analyse the relationship of family structure between

self-motivation of the students. Therefore, answering the following questions:

school in terms of;

(3) Is there a significant relationship between the family structure of the

students and their self-motivation?

This study aims to understand how family structure relates to high

school students’ self motivation. It investigates the impact of different family

situations on students’ motivation levels.

H0: There is no significant relationship between the family structure of the

senior high school students in school and their self-motivation.

Santiago Integrated National High

1.4 Conceptual Framework

According to the findings of Paculan et al. (2019), family dynamics can

impact a student’s self motivation in both positive and negative ways.

Nurturing homes with active parental participation often foster improved

student’s self motivation, while disruptions like divorce or separation can

temporarily impact it. To support students from diverse family backgrounds,

understanding and addressing their unique needs is vital. Parental

engagement is key to a child's self motivation, as it correlates with higher

In single-parent families, effective communication aids adolescent

resilience, motivation regulation, and stress management. This open

communication is influenced by parental involvement, stable marital status,