The Influence of Home Environment and Social Support on Motivation to Learn of Senior High School Students

Abstract

This study dealt with the influence of home environment and social support on motivation to learn of senior high school students. The primary goal of this study was to determine the level of home environment, social support and motivation to learn in terms of their respective indicators, the significant relationship between home environment and motivation to learn, as well as the relationship of social support and motivation to learn, and what domains of home environment and social support substantially influenced motivation to learn of senior high school students. A quantitative-correlational design was also used in this study, which included 214 respondents from the different sections in senior high school students. The statistical methods employed in this study were the average weighted mean, Spearman’s rho, and multiple regression analysis. The results revealed that the level of home environment was very high, the level of social support was high, and the level of motivation to learn was very high. There was a significant relationship between home environment and students’ motivation to learn, and there was a significant relationship between social support and students’ motivation to learn. The study revealed that there were 3 domains in both home environment and social support. Notably, two out of three domains in the home environment were rated very high, while the remaining one was rated high. similarly, two out of three domains in social support were rated high, whereas the other one was rated very high. Furthermore, all three domains of motivation to learn were rated very high. The findings indicated that two out of three domains within both home environment and social support significantly influenced students’ motivation to learn.