Open AccessFamily Status and Self-Motivation in Studies
Author(s) -
Angel Mae Mantica Costaños,
Jerald C. Moneva,
Marsha H. Malbas
Publication year - 2020
Publication title -
international research in education
Language(s) - English
Resource type - Journals
ISSN - 2327-5499
DOI - 10.5296/ire.v8i1.16456
Subject(s) - task (project management) , psychology , style (visual arts) , set (abstract data type) , social psychology , correlation , family relationship , mathematics education , developmental psychology , computer science , mathematics , engineering , geometry , systems engineering , archaeology , history , programming language
Family can inspire the child to perform well in school. When the students belong to a complete family they can gain more confidence to do the task. Students who have complete family can be encouraged themselves to produce positive learning style in their studies. When the student belongs to a broken family the set of behaviors can be different towards certain task. Using the correlation quantitative design, the study was conducted in the Jagobiao National High School-Senior High Department in which the data were treated with chi-square to determine the relationship between family status and self-motivation. As a result, family status and self-motivation has no significant correlation in studies of any students, self-motivation exist regardless of family status, broken and complete. The motivation of student deals with their innate behavior and attitude to achieve better academic performance.