Socioeconomic Status, Parental Expectations, and Student Motivation as Predictors of Academic Performance of Grade 12 Senior High School Students

Abstract

This study aims to explore the interplay of socioeconomic factors, parental expectations, and student motivation in predicting academic success. Utilizing a quantitative research design, the study collected data from 99 senior high school students through structured questionnaires. The findings indicate that students from higher socioeconomic backgrounds generally have access to better educational resources, leading to higher academic performance. Parental expectations were found to significantly motivate students, fostering a supportive learning environment and encouraging academic excellence. High levels of student motivation were also identified as crucial for academic success, promoting effective study habits and resilience. The research underscores the importance of a holistic approach in educational policy, emphasizing the need for targeted interventions to support students from disadvantaged backgrounds. By understanding the influence of family environment on student motivation and performance, educators and policymakers can develop strategies to enhance educational outcomes. This study contributes to the broader discourse on educational equity, highlighting the role of socioeconomic status and parental involvement in shaping student achievements. It calls for collaborative efforts between schools and families to create conducive learning environments that support all students' academic endeavors.