The impact of perceived social support on academic motivation: A comparative study of single parented and both parented children

Choudhary, Hiya and Mehta, Hiya Bhavesh and Rego, Jael and Soren, Kathryn S and Babu, Kezia and Kate, Maitri Manoj and Chatterjee, Chatterjee (2025) The impact of perceived social support on academic motivation: A comparative study of single parented and both parented children. World Journal of Advanced Research and Reviews, 26 (1). pp. 3317-3324. ISSN 2581-9615

This study examines the impact of perceived social support on a student’s academic motivation, comparing students from both single-parent and both-parent households. A comparative study was conducted on 127 Indian participants, and the findings of an independent T-test analysis reveal no significant differences between the two groups in either academic motivation, t (124) = 0.619, p = 0.537, or perceived social support, t (124) = -0.124, p = 0.902. These findings suggest that parental structure does not solely or meaningfully impact a student’s academic drive or their perception of social support. The study highlights the need to consider broader influences such as socio-cultural factors, socio economic status and external support systems. Further implications also suggest that interventions aimed at improving academic motivation should focus on fostering a supportive environment both within and outside the home, rather than solely focusing on one’s family structure. Future studies may be conducted to explore additional factors that contribute to a student’s academic and social well-being, and offer insight for educators and support systems.