Impact of family dysfunction on students' motivation and academic performance

Abstract

Students' academic performance can be influenced by family factors that alter their motivation and academic performance. This study aimed to analyze the impact of family dysfunction on the motivation and academic performance of students at Tía Jessi Elementary School, identifying the family factors that affect their educational experience. A quantitative, descriptive, and correlational methodology was used, with a non-experimental, cross-sectional design. The population consisted of 134 students, from whom a voluntary sample of 100 participants was selected. A questionnaire based on the Family APGAR Test was administered for data collection. Statistical analysis was performed with SPSS, using descriptive statistics and the Chi-square test to determine significant relationships, with a 95% confidence level (p < 0.05). The results indicated that students from functional families showed significantly higher motivation and academic performance (mot. = 81.46, yield = 66.78) compared to those with high family dysfunction (mot. = 38.28, yield = 36.72). The Chi-square test confirmed a statistically significant relationship between family dysfunction and academic performance (χ² = 43.48; p < 0.001). It is concluded that family dysfunction is a determining factor that reduces motivation and academic performance, affecting students' educational experience. This result highlights the need for strategies that strengthen the family environment to promote academic success