The Relationship between Learning Motivation and Academic Performance among Student Parents

Abstract

This study highlights the multifaceted nature of learning motivation among student parents and underscores the critical role of tailored institutional support in addressing their unique challenges, particularly for separated individuals who face compounded stressors. The respondents of the study included 101 student parents. It used descriptive-correlational design utilizing proportionate stratified random sampling. Data were treated using frequency, percentages, mean, standard deviation, T-test, one-way ANOVA, Duncan test for post hoc comparison and Pearson correlation. Findings revealed that majority of the student parents belonged to 18-24 age group, predominantly female, mostly lived with a partner, had a first child aged 0-4, belonged to poor families, and mostly with parents attended college without completing a degree. The respondents exhibited exceptionally high learning motivation, with a majority achieving superior academic performance. There were no significant differences observed in learning motivation based on sex, age of the first child, parents’ monthly income, and education level of both the father and the mother, however, only the marital status was found to have significant difference. Moreover, this study showed learning motivation may not strongly impact academic performance. Hence, it is recommended that collaborative efforts from policymakers, school administrators, and instructors are encouraged to adopt inclusive support among these student parents.