The impact of perceived social support on academic motivation: A comparative study of single parented and both parented children
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| Formato: | Recurso digital |
| Lenguaje: | inglés |
| Publicado: |
Zenodo
2025
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| _version_ | 1866901890182152192 |
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| author | Choudhary, Hiya Mehta, Hiya Bhavesh Rego, Jael Soren, Kathryn S Babu, Kezia Babu, Kezia Kate, Maitri Manoj Chatterjee, Chatterjee |
| author_facet | Choudhary, Hiya Mehta, Hiya Bhavesh Rego, Jael Soren, Kathryn S Babu, Kezia Babu, Kezia Kate, Maitri Manoj Chatterjee, Chatterjee |
| contents | <p>This study examines the impact of perceived social support on a student’s academic motivation, comparing students from both single-parent and both-parent households. A comparative study was conducted on 127 Indian participants, and the findings of an independent T-test analysis reveal no significant differences between the two groups in either academic motivation, t (124) = 0.619, p = 0.537, or perceived social support, t (124) = -0.124, p = 0.902. These findings suggest that parental structure does not solely or meaningfully impact a student’s academic drive or their perception of social support. The study highlights the need to consider broader influences such as socio-cultural factors, socio economic status and external support systems. Further implications also suggest that interventions aimed at improving academic motivation should focus on fostering a supportive environment both within and outside the home, rather than solely focusing on one’s family structure. Future studies may be conducted to explore additional factors that contribute to a student’s academic and social well-being, and offer insight for educators and support systems. </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17274960 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The impact of perceived social support on academic motivation: A comparative study of single parented and both parented children Choudhary, Hiya Mehta, Hiya Bhavesh Rego, Jael Soren, Kathryn S Babu, Kezia Babu, Kezia Kate, Maitri Manoj Chatterjee, Chatterjee Academic Motivation Perceived Social Support Single-Parent Households Both-Parent Households Parental Structure Student Well- Being <p>This study examines the impact of perceived social support on a student’s academic motivation, comparing students from both single-parent and both-parent households. A comparative study was conducted on 127 Indian participants, and the findings of an independent T-test analysis reveal no significant differences between the two groups in either academic motivation, t (124) = 0.619, p = 0.537, or perceived social support, t (124) = -0.124, p = 0.902. These findings suggest that parental structure does not solely or meaningfully impact a student’s academic drive or their perception of social support. The study highlights the need to consider broader influences such as socio-cultural factors, socio economic status and external support systems. Further implications also suggest that interventions aimed at improving academic motivation should focus on fostering a supportive environment both within and outside the home, rather than solely focusing on one’s family structure. Future studies may be conducted to explore additional factors that contribute to a student’s academic and social well-being, and offer insight for educators and support systems. </p> |
| title | The impact of perceived social support on academic motivation: A comparative study of single parented and both parented children |
| topic | Academic Motivation Perceived Social Support Single-Parent Households Both-Parent Households Parental Structure Student Well- Being |
| url | https://doi.org/10.5281/zenodo.17274960 |