PARENTAL AUTONOMY SUPPORT, PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT IN THE STUDENTS’ MOTIVATION OF COLLEGE STUDENTS DURING HYFLEX LEARNING MODALITY

Abstract

This study investigated whether students’ academic motivation during the Hyflex learning modality have a significant relationship with parental autonomy support, parental involvement, and academic achievement and the level of parental autonomy support, parental involvement, Academic Achievement among college Student Motivation during HyFlex Learning Modality. A sample of 100 college students of National University- Baliwag participated to complete a series of questionnaires, Pearson Correlation was used to attain the relationship bet ween the variables that was used. The result of the study found that the college students’ Parental Autonomy Support, Parental Involvement, and their Academic Achievement, when combined, significantly predicts the dependent variable level of Academic Motivation during Hyflex Learning Modality (F [3, 96] = 4.744, p = .004). This implies that the null hypothesis (Ho) is rejected; thus, there is a significant relationship between the parental autonomy support, parental involvement, academic achievement of college students and their academic motivation during Hyflex learning modality when taken as a whole. The implies that among parents, providing better emotional and mental support, on top of the material supports could affect positively the academic achievements of college students. Based on these results, parents would benefit by considering different approach that suits the educational needs of the college students by providing autonomous support and becoming more physically and emotionally involved.