Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 37 no. 2 (2025)

Moderating Effects of Monthly Family Income in the Motivation and Academic Performance of Learners in Gumaca, Quezon

Ivijane Bonganay | Maria Celerina Oreta | Isabelita De Torres | Melchor Espiritu

Discipline: Education

 

Abstract:

This study investigated the intricate interplay between the level of motivation, academic performance, and the moderating effects of monthly family income among learners in Gumaca, Quezon. The first aspect focused on gauging the level of motivation among learners in Gumaca, Quezon. A comprehensive examination of motivational factors were conducted, encompassing aspects such as personal aspirations, educational goals, and social influences. Surveys method employed to collect data, providing a nuanced understanding of the motivational landscape. The second component delved into the academic performance of learners, analyzing their achievements, grades, and overall educational outcomes. The third dimension of the study explored the moderating effects of monthly family income on the relationship between motivation and academic performance. Through statistical analysis and regression modeling, the research aimed to elucidate how varying levels of family income influenced the strength and direction of the connection between motivation and academic success. By synthesizing these dimensions, this study sought to contribute valuable insights to educational policymakers, school administrators, and educators in Gumaca, Quezon. Understanding the nuanced dynamics of motivation and academic performance, particularly in the context of family income, can inform targeted interventions and support systems to enhance the educational experience and outcomes of learners in the region. The results revealed that the respondents' family income classification is low (but not poor), their academic achievement is excellent, and there is no significant relationship between the two variables. According to the data, students do not regard their family income position as a barrier to excellent academic achievement. The fact that a student is economically disadvantaged does not guarantee that they will perform poorly academically. The results of this research have the potential to teach educational policymakers and practitioners about the significance of family income in preserving students' academic outcomes, thus enhancing targeted initiatives aimed at increasing inclusion and equity in the educational system.



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