2025-11-26https://cam-ed-oar.com/handle/123456789/54Purpose: 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.application/pdfCopyright (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. Celzoghttps://creativecommons.org/licenses/by/4.0Parent-Adolescent communicationAcademic motivationAcademic achievementSelf-Determination theorySupportive parentingHigh-Stakes educationinfo:eu-repo/semantics/article