Positive effects of perceived quality of parent-adolescent communication on academic motivation and achievement of adolescents

Ron James D. Ortiz, Melissa P. Ferido, Rufo Gil Z. Albor, Inero V. Ancho, Abriel S. Bulasag, Phrygian P. Almeda and Kylie Embree F. Celzo
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Ron James D. Ortiz: University of the Philippines Los Baños
Melissa P. Ferido: University of the Philippines Los Baños
Rufo Gil Z. Albor: University of the Philippines Los Baños
Inero V. Ancho: University of the Philippines Los Baños
Abriel S. Bulasag: University of the Philippines Los Baños
Phrygian P. Almeda: University of the Philippines Los Baños
Kylie Embree F. Celzo: University of the Philippines Los Baños

Journal of Accounting, Finance, Economics, and Social Sciences, 2025, vol. 10, issue 1, 39-54

Abstract: Purpose: 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.

Keywords: Parent-Adolescent communication; Academic motivation; Academic achievement; Self-Determination theory; Supportive parenting; High-Stakes education (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:euj:jafess:v:10:y:2025:i:1:id:85

DOI: 10.62458/jafess1014ortizetal

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