FAMILIAL VARIABLES AS CORRELATES OF ACADEMIC PERFORMANCE AND SELF-ESTEEM: IMPLICATIONS FOR THE SOCIAL MOBILITY ASPIRATIONS OF SENIOR HIGH SCHOOL STUDENTS

Abstract

This study examined the relationship between familial variables, academic performance, and self-esteem and explored their implications for the social mobility aspirations of senior high school students in Zamboanga City. Employing a sequential explanatory mixed methods design, the quantitative phase involved 400 students selected through stratified random sampling, while the qualitative phase included 15 purposively selected participants for in-depth interviews. Quantitative data were analyzed using descriptive statistics and Pearson Product-Moment Correlation, whereas qualitative data were examined through reflexive thematic analysis. Findings revealed that respondents generally experienced supportive family relationships, attained fair academic performance, and demonstrated positive self-esteem. Several dimensions of familial involvement, particularly school communication and school-related participation, exhibited significant but weak relationships with academic performance and self-esteem, indicating that family remains an important yet non-exclusive influence on students' educational and psychological outcomes. Qualitative findings generated five themes: Education as the Family's Path to a Better Life; Family Support Builds Confidence to Dream Bigger; Academic Success Creates Opportunities for Social Advancement; Overcoming Financial Hardships Strengthens the Pursuit of a Better Future; and Success Means Uplifting the Family and Future Generations. Collectively, these findings suggest that students perceive education not merely as a means of academic achievement but as a pathway toward upward social mobility, enabling them to improve their family's socioeconomic conditions and create better opportunities for future generations.