The Perceived Effects of Home Environment to University Students’ Study Motivation

Conference: The European Conference on Education (ECE2020)
Title: The Perceived Effects of Home Environment to University Students’ Study Motivation
Stream: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Presentation Type: Live-Stream Presentation
Consuelo Chua, University of the Philippines, Philippines
Jinny Bea Bosmion, University of the Philippines (Alumna), Philippines


Despite the contribution of the family to students’ academic performance, limited studies have examined the influence of home environment on students’ motivation to study. Thus, this qualitative research aimed to describe the perceived contribution of physical and social home environment to university students’ motivation to study. The respondents comprised 30 purposively selected college students, aged 18 to 24 years old, from a state university in the Philippines. One-on-one interviews were utilized to gather qualitative data from the respondents. Thematic analysis was applied to analyze the data. Results showed that the most influential aspect of physical home environment that motivated students to study was good interior ambiance which included comfortable room temperature, privacy, quiet study area, adequate study space, and good spatial organization. On the contrary, the characteristics of physical home environment that demotivated students from studying included uncomfortable and disorganized study space, noise, distracting facilities such as television and Internet, and the lack of personal study space. In terms of social home environment, care and assistance; effective communication; freedom; and respect from parents and siblings were among the factors that motivated students to study. In contrast, academic pressure from parents; social comparison; parents’ lack of sensitivity; and family conflicts were aspects that lead to the lack of motivation to study. Finally, household tasks and rules were found to have both positive and negative perceived effects on study motivation.