CHAPTER 1

Introduction

A. Background of the Study

Parental involvement is a critical factor influencing academic motivation

among students, including those in criminology programs. It includes activities such
as assisting with schoolwork, attending school events, and maintaining
communication with teachers. Studies have shown that parental involvement enhances
students' motivation by providing emotional support and academic resources. (Al-
Alwan et al., 2019) found that students with active parental involvement showed
greater academic motivation and responsibility. (Lee and Bowen, 2018) also observed
that parental expectations and involvement positively correlated with increased
motivation in higher education. Moreover, (Rea et al., 2020) highlighted that parental
participation helps foster a sense of achievement motivation, which is essential for
students facing rigorous academic challenges like those in criminology.

Recent global research emphasizes the impact of parental involvement on

student motivation and performance, showing that higher parental support correlates
with greater academic success. According to Smith et al. (2019), parental
engagement, particularly academic support, enhances students' resilience and helps
them tackle academic challenges. (Harrison et al., 2021) noted that positive parental
participation leads to stronger academic motivation, helping students develop a
greater sense of responsibility toward their education. In the United States, studies
have revealed parental involvement, such as helping with homework and attending
school events, is strongly linked to higher student achievement and motivation
(Walker et al., 2020).

Research shows that higher levels of parental engagement lead to better

outcomes for students, particularly in academic motivation (Graves, 2020). However,
the extent of involvement varies across countries, influenced by cultural and
socioeconomic factors (Kaya, 2019). For instance, in countries like Malaysia and
Indonesia, parental support significantly boosts academic performance, while other
nations face challenges in achieving widespread parental engagement (Avnet, 2022).
 Parental involvement plays a crucial role in shaping students' academic
motivation in the Philippine context. According to Reyes and Delos Santos (2023),
students who perceive strong parental support in their academic endeavors tend to
exhibit greater motivation and persistence in their studies. Additionally, (Tan and
Diaz, 2021) found that students whose parents are actively involved in their education
are more likely to stay engaged in academic tasks and demonstrate better attitudes
towards learning. These results are consistent with findings by (Salazar and Pioquinto,
2022), who argued that parental support is a significant factor in fostering academic
drive among students.

Studies show that when parents actively participate in school activities and
provide support at home, students perform better academically (Garcia &
Santos, 2020). Local initiatives such as parent-teacher partnerships and community
engagement collaboration between schools and families, highlighting the positive
impact of active parental involvement in education. These approaches have been used
by schools in Negros Occidental, both urban and rural, including Bacolod City to
improve school-family collaboration (Bautista et al., 2021). However, challenges in
maintaining consistent parental involvement remain, necessitating continued efforts
from both schools and local communities to support academic achievement (Cabrera
et al., 2019).

The research gap in the existing literature lies in the limited exploration of
how parental involvement specifically influences academic motivation in criminology
students, particularly within the context of Filipino institutions. While studies on
parental involvement in general education have been conducted, few have focused on
criminology students, who often face unique academic and personal challenges
related to the nature of their studies. Additionally, while studies in other disciplines
indicate a positive relationship between parental involvement and academic
motivation, there is insufficient research that isolates this impact in relation to
criminology students in local universities like Colegio de Santo Tomas Recoletos.
This study aims to fill this gap by examining the specific impact of parental
involvement on the academic motivation of criminology students in this context, with
a focus on the differences in academic motivation across the varying levels of parental
involvement.
Statement of the Problem

This purpose of this study is to determine *Title Ninyo*. Specifically, this study
intended to answer the following research questions:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Year level

2. What is the level of parental involvement…..

3. What is the level of academic engagement….

Hypothesis

The researchers hypothesized that there are no significant differences in the

academic motivation of criminology students across different levels of parental
involvement.

Significance of the Study

Teachers. The study could help teachers understand the influence of parental
involvement on the academic motivation of criminology students, enabling them to
identify effective ways to engage parents in the educational process. It may also guide
educators in developing strategies to foster motivation and improve student
performance through strengthened home-school collaboration.

Parents. The study highlights the significant role of parental involvement in academic
motivation of criminology students. The findings can encourage parents to actively
participate in their children’s education by providing guidance, support, and
encouragement.

Students. The study can help students understand the value of parental involvement
in their academic journey. By recognizing how their parents’ support and engagement
positively influence their academic performance, students may be encouraged to
maintain to open communication with their parents and seek their guidance when
needed.

Policy Makers. The study can provide policymakers with valuable insights into the
importance of parental involvement in higher education, particularly in the context of
criminology students. The findings may serve as the basis for creating or revising
policies that promote stronger collaboration between educational institutions and
parents.

School Administrators. The findings can guide school administrators in

understanding the importance of fostering parental involvement to enhance students’
academic performance. The findings may encourage them to implement programs,
workshops, or policies that strengthen the partnership between parents and the school.

Community Organizations. The study can provide community organizations with

insights into the critical role of parental involvement in the academic motivation of
students. The findings may inspire these organizations to develop initiatives, such as
parenting seminars, family-oriented programs, or mentorship opportunities, that
empower parents to actively support children’s education.

Future Researchers. The study could serve as a foundation for future researchers
interested in exploring the impact of parental involvement on academic motivation
across different student groups. It may also guide subsequent research in identifying
further variables that influence academic success and motivation in various
educational settings.

Scope and Limitation

This study aims to determine the impact of parental involvement on the

academic motivation of criminology students at Colegio de Santo Tomas Recoletos
Inc. The research specifically examines differences in academic motivation among
students based on their levels of parental involvement, categorized as high, moderate,
or low. A sample of 150 criminology students will participate, selected from the entire
student population, and data will be collected through a structured survey
questionnaire.
 This study focuses on examining the impact of parental involvement on the
academic performance of criminology students at Colegio de Santo Tomas Recoletos
Inc. Parental involvement levels (high, moderate, or low) will be categorized based on
data collected through a structured survey questionnaire. Academic Motivation is
quantitatively measured by students' survey answers allowing for a statistical
comparison among groups with varying levels of parental involvement.

The study is limited to criminology students from this institution, which

restricts the generalizability of results to other disciplines or settings. Additionally, as
parental involvement is based on self-reported data from students, responses may
reflect subjective biases. The study does not account for other external variables, such
as socioeconomic background or individual student motivation, which may also
impact academic motivation.

Definition of Terms

For a better understanding of the study, the following terms are defined according to
the context of this research:

Academic Motivation. It is conceptually defined as the cause of behaviors that are in

some way related to academic functioning and success, such as how much effort
students put forth, how effectively they regulate their work, which endeavors they
choose to pursue, and how persistent they are when faced with obstacles. (Springer
Nature Link). Operationally, it refers to the level of effort, persistence, and
enthusiasm demonstrated by students in pursuing their academic goals and completing
academic tasks.

Criminology Students. It is conceptually defined as individuals actively engaged in

the study of criminology, the scientific study of crime as a social phenomenon, of
criminals, and of penal treatment. (Merriam-Webster). Operationally, it refers to the
students enrolled in the criminology program at Colegio de Santo Tomas Recoletos
Inc., actively pursuing courses related to crime, law enforcement, criminal justice, and
related fields.
High Parental Involvement. It is conceptually defined as an elevated level of active
participation by parents in their child’s education, which includes frequent
engagement in academic activities, such as assisting with homework, attending school
events, and maintaining consistent communication with teachers. (Merriam-Webster)
Operationally, it refers to parents who consistently engage in academic activities of
criminology students at Colegio de Santo Tomas Recoletos Inc.

Impact. It is conceptually defined as a strong effect or influence on a situation or

person. (Cambridge Dictionary). Operationally, it refers to the measurable effect or
influence of parental involvement on the academic motivation of students.

Low Parental Involvement. It is conceptually defined as minimal engagement of

parents in their child’s education, characterized by infrequent or no participation in
academic activities, limited communication with teachers, and a lack of support for
school-related tasks. (Merriam-Webster) Operationally, it refers to level of parental
engagement that is frequent or minimal, characterized by limited interaction with the
school and little to no assistance with academic activities of criminology students at
Colegio de Santo Tomas Recoletos Inc.

Moderate Parental Involvement. It is conceptually defined as a balanced level of

engagement by parents in their child's academic life. (Merriam-Webster)
Operationally, it refers parents who engage with academic activities of criminology
students occasionally at Colegio de Santo Tomas Recoletos Inc.

Parental Involvement. It is conceptually defined as participation of parents in their

child's education, encompassing activities such as helping with homework, attending
parent-teacher conferences, and fostering a supportive learning environment at home.
(Merriam-Webster) Operationally, it refers to active participation of parents in the
education of criminology students at Colegio de Santo Tomas Recoletos
Inc.

Review of Related Literature

The role of parental involvement in academic motivation has been extensively

studied across various educational contexts, highlighting its universal importance.
Globally, research shows that parental engagement positively influences students'
academic outcomes, regardless of cultural or socio-economic differences. Such
involvement fosters better student attitudes toward learning, enhances self-discipline,
and builds resilience against academic challenges. Studies also indicate that parental
involvement is a significant predictor of students' intrinsic motivation, especially
when parents emphasize autonomy and positive reinforcement. The evolving
dynamics of education, including distance learning, have further accentuated the need
for active parental participation to maintain student focus and interest. This
underscores the relevance of understanding how parental engagement operates
specifically in disciplines such as criminology, where academic motivation plays a
pivotal role in shaping students’ professional and ethical outlooks.
Boonk et al. (2022) argue that students in vocational education and training
exhibit higher academic motivation when they perceive strong parental involvement
in their learning journey. According to the study, this involvement enhances students'
self-esteem and strengthens their commitment to educational goals. The findings
highlight that a collaborative parent-student relationship can significantly impact the
effectiveness of learning environments. Froiland (2020) asserts that a psychological
framework for parental involvement, spanning from preschool to high school, is
crucial for fostering academic motivation. He emphasizes that emotional support and
parental aspirations positively correlate with students’ academic confidence and
engagement. Non-integral research by Kartel et al. (2022) highlights the importance
of parental strategies during distance learning, noting that interactive activities and
consistent communication can mitigate motivational gaps in online education .
Motevalli et al. (2020) offer an extensive overview of motivational theories,
illustrating that external influences, such as parental involvement, shape students’
intrinsic and extrinsic motivations. They argue that a supportive parental approach
helps students internalize educational goals, leading to long-term academic
commitment. Wilder (2023) synthesizes studies showing that parental involvement is
directly linked to improved academic performance and student motivation. Wilder’s
meta-synthesis identifies that the most effective strategies include parental
participation in decision-making and educational planning. Additionally, Boonk et al.
(2022) note that students' perceptions of parental support can predict their ability to
set academic priorities, underscoring the psychological benefits of an involved
parenting style.
 Froiland (2020) identifies the critical role of parental expectations, explaining
that consistent encouragement enhances students' goal-setting abilities and resilience.
His study reveals that parents who actively discuss educational challenges and
successes with their children instill a stronger sense of responsibility and curiosity.
Kartel et al. (2022) stress the adaptive methods of parental engagement during remote
learning, such as using digital tools and collaborative assignments to maintain student
interest. Their research demonstrates that flexible parental involvement strategies are
key to sustaining motivation in non-traditional learning setups. Finally, Motevalli et
al. (2020) conclude that motivational theories consistently align in recognizing the
profound impact of familial support on academic achievement, affirming the central
role of parents in shaping students' aspirations and performance.

In the ASEAN region, parental involvement in education plays a crucial role in

shaping students' academic outcomes. Across countries like the Philippines, Malaysia,
Singapore, and Thailand, there is a strong cultural emphasis on family support and
involvement in educational activities. Studies have shown that active parental
engagement can significantly boost students' academic motivation and performance.
For instance, in Singapore, parental involvement is often associated with higher
student achievement and well-being. Similarly, research in Malaysia highlights that
parents who actively participate in their children's education tend to have children
who perform better academically and exhibit higher levels of motivation. In Thailand,
parental engagement in school activities and home-based learning has been linked to
positive educational outcomes. These findings underscore the importance of parental
involvement as a critical factor in the academic success of students throughout the
ASEAN region. Understanding the dynamics of this involvement is essential for
educators and policymakers aiming to enhance educational practices and outcomes in
these countries.

According to Lagacé-Séguin and Case (2020), parental involvement plays a

pivotal role in enhancing students' academic motivation and overall school
experience. They found that students with actively involved parents demonstrated
higher engagement levels and better academic performance, highlighting the
motivational drive provided by parental support (Lagacé-Séguin & Case, 2020). Xu
and Corno (2023) emphasized the importance of the quality of parental involvement
over the quantity. Their study revealed that meaningful and supportive interactions
between parents and students are crucial for fostering intrinsic motivation. They argue
that emotional and academic support from parents creates an environment conducive
to student success (Xu & Corno, 2023). Kim and Hill (2024) suggested that various
forms of parental involvement, such as assisting with homework or attending school
events, significantly boost students' academic motivation. Their research showed that
when parents show interest in their children's academic efforts, students feel more
supported and motivated to excel (Kim & Hill, 2024). Steinberg and Silverberg
(2022) discussed how parental expectations influence student motivation. They found
that high parental expectations are correlated with increased student motivation and
academic achievement. This suggests that realistic yet high expectations from parents
can positively impact students' academic drive (Steinberg & Silverberg, 2022).

García and Santiago (2023) explored the role of parental involvement in

developing students' self-regulated learning. Their study indicated that students with
actively engaged parents are more likely to develop strong self-regulation skills,
essential for maintaining academic motivation and long-term success (García &
Santiago, 2023). Hoover-Dempsey and Sandler (2014) highlighted that parental
involvement contributes significantly to students' academic self-concept. They found
that students who perceive their parents as supportive and involved are more likely to
develop a positive academic self-concept, which is a crucial component of motivation
(Hoover-Dempsey & Sandler, 2014). Additionally, the study by Lagacé-Séguin and
Case (2020) pointed out that the consistency of parental involvement over time plays
a vital role in sustaining students' academic motivation. They observed that students
with consistently involved parents maintained higher levels of academic engagement
and performance. Xu and Corno (2023) also noted that the nature of parental
involvement changes as students grow older, with effective parental strategies
evolving to meet the changing needs of their children. This adaptability in parental
involvement is critical in maintaining student motivation through different
educational stages.

Kim and Hill (2024) emphasized that culturally responsive parental

involvement practices are particularly effective in enhancing student motivation. They
found that when parents' involvement aligns with cultural values and expectations,
students tend to exhibit higher motivation and better academic outcomes. Steinberg
and Silverberg (2022) argued that parental involvement is not just about academic
support but also emotional and social support. Their study highlighted that parents
who provide a balanced mix of support types contribute significantly to their
children's overall academic motivation. García and Santiago (2023) found that
parental involvement positively impacts students' goal-setting and planning abilities.
They observed that students with engaged parents are better at setting realistic
academic goals and developing plans to achieve them, which enhances their
motivation. Hoover-Dempsey and Sandler (2014) discussed the impact of parental
involvement on students' attitudes towards learning. They found that supportive
parental involvement fosters a positive attitude towards education, which is essential
for sustained academic motivation.

Lagacé-Séguin and Case (2020) emphasized the importance of communication

between parents and teachers. They found that regular communication helps align
parental involvement with school expectations, enhancing the effectiveness of such
involvement on student motivation. Xu and Corno (2023) highlighted the role of
parental involvement in building students' resilience. They found that students with
supportive parents are better equipped to handle academic challenges, maintaining
motivation even in the face of difficulties. Kim and Hill (2024) noted that parental
involvement extends beyond the home and into the community. Their study showed
that parents who engage with the school community and participate in school
activities contribute to a more motivating and supportive educational environment for
their children. Steinberg and Silverberg (2022) discussed the long-term effects of
parental involvement on academic motivation. They found that students with involved
parents are more likely to pursue higher education and achieve long-term academic
success. García and Santiago (2023) concluded that the perceived value of education
by parents significantly influences student motivation. They found that when parents
place a high value on education, their children are more likely to adopt similar
attitudes and remain motivated to succeed academically. Hoover-Dempsey and
Sandler (2014) also pointed out that parental involvement helps mitigate the negative
effects of peer pressure on academic motivation. They found that students with strong
parental support are less likely to be swayed by negative peer influences, maintaining
their focus and motivation.

In the Philippines, academic motivation and parental involvement are critical

components of educational success. Filipino parents play a significant role in fostering
their children's motivation by providing both emotional and practical support for
learning. Parental involvement, which encompasses activities such as monitoring
homework, attending school events, and providing moral encouragement, is often
rooted in strong familial bonds and cultural values like "bayanihan" (communal
unity). Academic motivation among Filipino students is influenced by both intrinsic
and extrinsic factors, with parental engagement serving as a bridge between the two.
However, disparities in socio-economic status present challenges, as low-income
families often face barriers that limit their ability to participate in their children's
education fully. Research has consistently shown that motivated students tend to
perform better academically, and this motivation is frequently tied to the degree of
parental support and guidance they receive. Additionally, Filipino parents' aspirations
for their children often inspire students to pursue academic excellence despite
economic hardships. The interplay between parental involvement and academic
motivation is thus a key focus for educators and policymakers seeking to enhance
student outcomes in the Philippines.
Garcia and de Guzman (2020) highlight that Filipino parents, especially those
from low-income households, view involvement as providing emotional support and
ensuring children stay motivated despite financial challenges. Their study underscores
the importance of parental presence in sustaining children's academic drive in
resource-limited settings. Similarly, Jabar et al. (2021) emphasize that family capital
significantly impacts students' motivation and success, noting that parental
engagement increases both academic performance and students' enthusiasm for
learning. Jabar (2020) further explores how different perspectives—those of parents,
children, and teachers—align in recognizing that parental involvement plays a crucial
role in nurturing students' intrinsic motivation, particularly during the formative years
of elementary education.
 Guillena et al. (2023) focus on the connection between parenting styles,
parental involvement, and students' self-efficacy, concluding that these elements
significantly boost learners' intrinsic motivation. Their findings suggest that
authoritative parenting fosters a supportive environment conducive to sustained
academic interest and effort. Nerona (2020), using self-determination theory,
examines how autonomy-supportive parenting influences motivation and academic
major satisfaction among Filipino college students. He finds that when parents
encourage independence, students develop stronger intrinsic motivation, which
positively affects both academic and career outcomes. Villareal (2023) discusses how
self-regulated learning strategies and parental involvement interact to influence
academic achievement, demonstrating that motivated students often excel when
parental guidance complements their independent learning efforts.
The findings of Garcia and de Guzman (2020) illustrate the strong link
between parental involvement and academic motivation, particularly in resource-
constrained settings where parents' emotional and moral support play a pivotal role.
Jabar et al. (2021) expand on this by showing how family capital influences students'
drive to succeed academically. Guillena et al. (2023) emphasize the positive effects of
parenting styles on learners’ motivation, while Nerona (2020) highlights the long-
term benefits of autonomy-supportive parenting in fostering sustained motivation and
satisfaction. Villareal (2023) adds that self-regulation skills, combined with active
parental involvement, are key predictors of academic motivation and success.
Collectively, these studies highlight the importance of nurturing both parental
engagement and student motivation in the Philippine educational context, as these
factors are instrumental in achieving academic excellence and personal growth.

San Carlos City, Negros Occidental, is home to a variety of educational

institutions, including Colegio de Santo Tomas Recoletos Inc., which offers a
criminology program that prepares students for careers in law enforcement and public
safety. Parental involvement plays a crucial role in fostering academic motivation
among criminology students in the city. Many parents actively participate in their
children’s education by attending school activities, monitoring academic progress,
and providing emotional support. This involvement is particularly important in
helping students navigate the challenges of their rigorous criminology curriculum.
Local educators observe that students with strong parental engagement tend to exhibit
better focus and perseverance in their studies. However, socioeconomic disparities in
the city sometimes limit parents' capacity to fully engage in their children’s education.
Despite these challenges, schools in San Carlos City have consistently emphasized the
value of parental involvement in shaping students’ academic success. This local
context underscores the importance of understanding how parental support contributes
to the academic motivation of criminology students, ensuring their readiness for
future professional demands.
Affuso et al. (2023) argue that consistent parental monitoring positively
impacts students’ academic motivation and performance. They note that criminology
students, who face demanding academic requirements, benefit significantly from
parents who actively track their progress and provide encouragement. Additionally,
they highlight the role of parental support in fostering students’ self-efficacy, a crucial
element in sustaining academic success over time. Campos and Madrigal (2020)
examine the role of parental involvement in the context of families with overseas
working parents. They found that even in the absence of physical presence, regular
communication and financial support from parents significantly enhance students'
academic motivation. The study emphasizes the importance of maintaining strong
emotional bonds and consistent guidance for academic success.

Carado (2024) explored the relationship between parental awareness of school

activities and students' motivation. The study concluded that parents who actively
participate in institutional programs and feedback sessions contribute to higher levels
of student engagement. For criminology students, such involvement helps instill
discipline and a stronger connection to their academic goals. Marañon et al. (2021)
found that parental involvement directly correlates with students' academic
performance, particularly in structured learning environments. They emphasized that
parents who engage in activities like supervising study habits and attending school
events provide a motivational boost for their children. Criminology students, who
often deal with complex subjects, benefit from this added structure and support.
Ramos and Magallanes (2021) investigated the role of social support,
including parental involvement, in motivating students at risk of academic failure.
Their study revealed that students with supportive parents are more likely to remain
focused on their studies and less likely to drop out. They stressed that for criminology
students, consistent encouragement from parents builds resilience and fosters
academic motivation.