Positive Effects of Perceived Quality of Parent-Adolescent Communication on Academic Motivation and Achievement of Adolescents

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dc.creatorOrtiz, Ron James D.
dc.creatorFerido, Melissa P.
dc.creatorAlbor, Rufo Gil Z.
dc.creatorAncho, Inero V.
dc.creatorBulasag, Abriel S.
dc.creatorAlmeda, Phrygian P.
dc.creatorCelzo, Kylie Embree F.
dc.date2025-06-30
dc.date.accessioned2025-11-26T13:09:02Z
dc.descriptionPurpose: This study investigates how the perceived quality of parent-adolescent communication influences academic motivation and achievement among students in a high-stakes academic setting. Methodology: A quantitative, cross-sectional design was employed, involving 278 students from Grades 7 to 10 at a competitive public secondary school in the Philippines. Data were collected using the Parent-Adolescent Communication Scale and the Deo-Mohan Academic Achievement Motivation Scale. The study assessed academic achievement using students' general weighted averages. Stratified random sampling ensured proportional representation across year levels, and multi-category logistic regression was used to examine the effects of communication quality on academic outcomes. Findings: High-quality parent-adolescent communication had a statistically significant positive effect on academic motivation and achievement. Conversely, low-quality communication had a more negative impact on motivation than on achievement. The findings support the Self-Determination Theory, suggesting that supportive communication satisfies adolescents' psychological needs for autonomy, competence, and relatedness, thereby enhancing intrinsic motivation and performance. Implications: The study highlights the importance of parenting programs that promote open, empathetic, and autonomy-supportive communication. Educators and policymakers should consider integrating family communication initiatives into academic support systems to enhance student outcomes, particularly in high-pressure school environments. Originality: This study contributes to the literature by isolating communication quality as a specific dimension of parental involvement and examining its role within a highly competitive academic context. Limitations and directions for future research: The findings are limited to a single school and do not distinguish between maternal and paternal communication. Future research should employ longitudinal designs and explore the effects of specific communication styles.en-US
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dc.identifierhttps://jafess.com/index.php/home/article/view/85
dc.identifier10.62458/jafess1014ortizetal
dc.identifier.urihttps://cam-ed-oar.com/handle/123456789/54
dc.languageeng
dc.publisherCamEd Business Schoolen-US
dc.relationhttps://jafess.com/index.php/home/article/view/85/99
dc.rightsCopyright (c) 2025 Ron James D. Ortiza, Melissa P. Feridob, Rufo Gil Z. Alborc, Inero V. Anchod, Abriel S. Bulasage, Phrygian P. Almedaf, Kylie Embree F. Celzogen-US
dc.rightshttps://creativecommons.org/licenses/by/4.0en-US
dc.sourceJournal of Accounting, Finance, Economics, and Social Sciences; Vol. 10 No. 1 (2025); 39-54en-US
dc.source2708-6178
dc.source2708-616X
dc.subjectParent-Adolescent communicationen-US
dc.subjectAcademic motivationen-US
dc.subjectAcademic achievementen-US
dc.subjectSelf-Determination theoryen-US
dc.subjectSupportive parentingen-US
dc.subjectHigh-Stakes educationen-US
dc.titlePositive Effects of Perceived Quality of Parent-Adolescent Communication on Academic Motivation and Achievement of Adolescentsen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion

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