CHAPTER 1

Introduction

A. Background of the Study

Parental involvement is a critical factor influencing academic motivation

among students, including those in criminology programs. It includes assisting with
schoolwork, attending school events, and communicating with teachers. Studies have
shown that parental involvement enhances students' motivation by providing
emotional support and academic resources. (Al-Alwan et al., 2019) Found that
students with active parental involvement showed greater academic motivation and
responsibility. They emphasized that parents who foster open communication about
academic expectations enhance their children's learning outcomes. Furthermore,
consistent parental support in academic and non-academic activities was associated
with higher self-confidence and better time management among students. (Lee and
Bowen, 2018) also observed that parental expectations and involvement positively
correlated with increased motivation in higher education. Their research further
revealed that students with supportive parents were more likely to develop a positive
outlook toward their academic responsibilities. Additionally, the study emphasized
that parental engagement in academic discussions helped students build confidence
and maintain consistent effort in their studies. Moreover, (Rea et al., 2020)
highlighted that parental participation helps foster a sense of achievement motivation,
which is essential for students facing rigorous academic challenges like those in
criminology. The study also indicated that consistent parental engagement creates a
supportive environment that motivates students to set higher academic goals.
Furthermore, it was noted that parents who actively monitor and guide their children's
academic activities contribute significantly to their perseverance and resilience in
challenging courses.

Recent international studies highlight how parental participation affects

student motivation and performance, demonstrating a positive correlation between
academic success and family support. (Smith et al.2019) claim that parental
involvement, especially in the form of academic support, strengthens adolescents'
resilience and enables them to overcome academic obstacles. Students are also able to
see obstacles as chances for learning because it promotes a growth mentality.
Additionally, regular parental participation helps youngsters develop discipline and a
sense of responsibility in their academic habits. Stronger academic motivation results
from positive parental involvement, which also helps students feel more accountable
for their education. Stronger academic motivation results from positive parental
involvement, which also helps students feel more accountable for their education
(Harrison et al., 2021). Such involvement also helps students develop better time
management skills and motivates them to create and meet academic objectives.
Supportive parental involvement can also boost students' self-esteem and encourage
them to take an active approach to their education. This is corroborated by (Zhang &
Wang, 2022), who contend that regular parental involvement improves children' self-
control and perseverance, two qualities crucial to academic success. Also, they point
out that children with active parents typically have better organizational abilities,
which help them balance their academic obligations. Such involvement also
encourages students to take an active role in their education by cultivating a good
attitude toward learning.

According to research, students who have more involved parents perform

better overall, especially when it comes to academic motivation (Graves, 2020).
Nonetheless, cultural and social factors determine the level of involvement, which
differs among nations. Parents' roles may be more passive in certain cultures, while
more active in others when it comes to their kids' education. Parental involvement in
students' academic lives is influenced by family dynamics and social attitudes about
education, which are reflected in these variances. (2019, Kaya). For example, parental
assistance greatly improves academic achievement in Malaysia and Indonesia,
whereas other countries struggle to achieve broad family involvement. Cultural
attitudes in these areas place a high value on education, which motivates parents to be
more involved. However, insufficient resources or understanding may make it
difficult for nations facing economic difficulties to promote this kind of support
(Avnet, 2022).

Students' academic motivation is greatly influenced by parental participation.

Students who feel that their parents are strongly supporting them in their academic
pursuits are more likely to be motivated and persistent in their studies, claim (Reyes
and Delos Santos, 2023). Because of the sense of security this involvement provides,
students are better able to concentrate on their academic objectives. Consistent
parental involvement also boosts students' self-esteem and motivates them to
overcome obstacles in the classroom. Furthermore, (Tan and Diaz, 2021) discovered
that children whose parents take an active role in their education are more likely to
maintain their academic commitment and have positive attitudes toward learning.
Through this involvement, the student's educational goals are fostered in a nurturing
home atmosphere. Additionally, parents' active participation creates a pleasant
learning environment that supports both academic achievement and personal
development. These findings align with those of (Salazar and Pioquinto, 2022), who
contended that parental support plays a crucial role in encouraging students' academic
motivation. They also emphasized the beneficial effects of such involvement on
students' academic self-esteem and overall learning outcomes. They also underlined
how important it is for parents and teachers to communicate regularly in order to
support a student's academic progress.

Research indicates that adolescents do better academically when parents

support them at home and actively participate in school activities. Student motivation
is increased by parental involvement, particularly in extracurricular and academic
activities. Additionally, studies have shown that adolescents with involved parents
typically exhibit better behavioral characteristics and more favorable attitudes toward
school, which improves academic success (Garcia & Santos, 2020). Local programs
that emphasize the benefits of active parental involvement in education include
parent-teacher partnerships and community engagement collaborations between
schools and families. These kinds of programs improve student results by creating a
positive learning atmosphere. These approaches have been used by schools in Negros
Occidental, both urban and rural, to improve school-family collaboration. As a result,
student involvement and academic success have significantly increased (Bautista et
al., 2021). But maintaining regular parental involvement is still difficult, so schools
and local communities must keep working to promote academic success. Parental
involvement is frequently hindered by obstacles including time restrictions and
ignorance. In order to solve these problems and provide more easily accessible
avenues for participation, they recommended that communities and schools in Negros
Occidental collaborate in order to keep parents involved in their kids' academic
progress (Cabrera et al., 2019).
 The research gap in the existing literature lies in the limited exploration of
how parental involvement specifically influences academic motivation in criminology
students, particularly within the context of Filipino institutions. While studies on
parental involvement in general education have been conducted, few have focused on
criminology students, who often face unique academic and personal challenges
related to the nature of their studies. Additionally, while studies in other disciplines
indicate a positive relationship between parental involvement and academic
motivation, there is insufficient research that isolates this impact in relation to
criminology students in local universities like Colegio de Santo Tomas Recoletos.
This study aims to fill this gap by examining the specific impact of parental
involvement on the academic motivation of criminology students in this context, with
a focus on the differences in academic motivation across the varying levels of parental
involvement.

(suggestion for the research gap) The research gap into the precise ways in
which parental participation affects criminology students' academic motivation,
especially in the setting of Filipino institutions, is a research gap in the body of
current knowledge. Although there have been studies on parental involvement in
general education, few have concentrated on criminology students, who frequently
encounter particular academic and personal difficulties because of the nature of their
studies. Furthermore, there is not enough study that specifically examines the impact
of parental participation on academic motivation in regard to criminology students at
nearby universities such as Colegio de Santo Tomas Recoletos, even though studies in
other fields show a good association between the two. By investigating the precise
effects of parental participation on the academic motivation of criminology students
in this setting, with an emphasis on the variations in academic motivation across the
various levels of parental involvement, this study seeks to close this gap.

Statement of the Problem

Specifically, this study intended to answer the following research questions:

1. What is the profile of the respondents in terms of

(a) Parent’s educational attainment

 (b) Number of siblings in the family

2. What are the different levels of parental involvement experienced by criminology

students (categorized as high, moderate, or low)?

3. What are the differences in the academic motivation of criminology students across
different levels of parental involvement (high, moderate, low)?

Hypothesis

The researchers hypothesized that there are no significant differences in the

academic motivation of criminology students across different levels of parental
involvement.

Significance of the Study

Teachers. The study could help teachers understand the influence of parental
involvement on the academic motivation of criminology students, enabling them to
identify effective ways to engage parents in the educational process. It may also guide
educators in developing strategies to foster motivation and improve student
performance through strengthened home-school collaboration.

Parents. The study highlights the significant role of parental involvement in academic
motivation of criminology students. The findings can encourage parents to actively
participate in their children’s education by providing guidance, support, and
encouragement.

Students. The study can help students understand the value of parental involvement
in their academic journey. By recognizing how their parents’ support and engagement
positively influence their academic performance, students may be encouraged to
maintain to open communication with their parents and seek their guidance when
needed.

Policy Makers. The study can provide policymakers with valuable insights into the
importance of parental involvement in higher education, particularly in the context of
criminology students. The findings may serve as the basis for creating or revising
policies that promote stronger collaboration between educational institutions and
parents.

School Administrators. The findings can guide school administrators in

understanding the importance of fostering parental involvement to enhance students’
academic performance. The findings may encourage them to implement programs,
workshops, or policies that strengthen the partnership between parents and the school.

Community Organizations. The study can provide community organizations with

insights into the critical role of parental involvement in the academic motivation of
students. The findings may inspire these organizations to develop initiatives, such as
parenting seminars, family-oriented programs, or mentorship opportunities, that
empower parents to actively support children’s education.

Future Researchers. The study could serve as a foundation for future researchers
interested in exploring the impact of parental involvement on academic motivation
across different student groups. It may also guide subsequent research in identifying
further variables that influence academic success and motivation in various
educational settings.

Scope and Limitation

This study aims to determine the impact of parental involvement on the

academic motivation of criminology students at Colegio de Santo Tomas Recoletos
Inc. The research specifically examines differences in academic motivation among
students based on their levels of parental involvement, categorized as high, moderate,
or low. A sample of 150 criminology students will participate, selected from the entire
student population, and data will be collected through a structured survey
questionnaire.

This study focuses on examining the impact of parental involvement on the

academic performance of criminology students at Colegio de Santo Tomas Recoletos
Inc. Parental involvement levels (high, moderate, or low) will be categorized based on
data collected through a structured survey questionnaire. Academic Motivation is
quantitatively measured by students' survey answers allowing for a statistical
comparison among groups with varying levels of parental involvement.

The study is limited to criminology students from this institution, which

restricts the generalizability of results to other disciplines or settings. Additionally, as
parental involvement is based on self-reported data from students, responses may
reflect subjective biases. The study does not account for other external variables, such
as socioeconomic background or individual student motivation, which may also
impact academic motivation.

Definition of Terms

For a better understanding of the study, the following terms are defined according to
the context of this research:

Academic Motivation. It is conceptually defined as internal drive or external

influences that encourage students to achieve academic success, set learning goals,
and persist through challenges in their studies (Ryan & Deci, 2020). Operationally, it
refers to the level of effort, persistence, and enthusiasm demonstrated by students in
pursuing their academic goals and completing academic tasks.

Criminology Students. It is conceptually defined as individuals enrolled in

programs aimed at studying the causes, consequences, and prevention of criminal
behavior, as well as the societal responses to crime, to prepare for careers in law
enforcement, research, or public policy (Berg & Weisburd, 2018). Operationally, it
refers to the students enrolled in the criminology program at Colegio de Santo Tomas
Recoletos Inc., actively pursuing courses related to crime, law enforcement, criminal
justice, and related fields.

High Parental Involvement. It is conceptually defined as frequent and meaningful

engagement of parents in their children's education, including attending school
meetings, helping with assignments, and fostering a supportive learning environment
at home. This involvement contributes positively to the student's academic motivation
and overall performance (Garbacz et al., 2018). Operationally, it refers to parents who
consistently engage in academic activities of criminology students at Colegio de
Santo Tomas Recoletos Inc.

Impact. It is conceptually defined as significant and measurable effect or influence

that an action, behavior, or phenomenon has on a specific outcome or condition (Zhou
et al., 2018). Operationally, it refers to the measurable effect or influence of parental
involvement on the academic motivation of students.

Low Parental Involvement. It is conceptually defined as minimal or limited

engagement of parents in their child's educational activities, including lack of
communication with teachers, minimal participation in school events, and insufficient
academic support at home (Wang et al., 2018). Operationally, it refers to level of
parental engagement that is frequent or minimal, characterized by limited interaction
with the school and little to no assistance with academic activities of criminology
students at Colegio de Santo Tomas Recoletos Inc.

Moderate Parental Involvement. It is conceptually defined as balanced level of

engagement in a child's education, where parents participate in some school-related
activities, provide occasional academic support at home, and maintain communication
with teachers without being overly involved or completely absent. (Johnson et al.,
2020). Operationally, it refers parents who engage with academic activities of
criminology students occasionally at Colegio de Santo Tomas Recoletos Inc.

Parental Involvement. It is conceptually defined as the participation of parents in

their children's education through activities such as helping with homework, attending
school events, and fostering a supportive home environment, which positively impacts
student motivation and success (Hill & Tyson, 2018). Operationally, it refers to active
participation of parents in the education of criminology students at Colegio de Santo
Tomas Recoletos Inc.

Review of Related Literature

The role of parental involvement in academic motivation has been extensively

studied across various educational contexts, highlighting its universal importance.
Globally, research shows that parental engagement positively influences students'
academic outcomes, regardless of cultural or socio-economic differences. Such
involvement fosters better student attitudes toward learning, enhances self-discipline,
and builds resilience against academic challenges. Studies also indicate that parental
involvement is a significant predictor of students' intrinsic motivation, especially
when parents emphasize autonomy and positive reinforcement. The evolving
dynamics of education, including distance learning, have further accentuated the need
for active parental participation to maintain student focus and interest. This
underscores the relevance of understanding how parental engagement operates
specifically in disciplines such as criminology, where academic motivation plays a
pivotal role in shaping students’ professional and ethical outlooks.

(Boonk et al., 2022) argue that students in vocational education and training
exhibit higher academic motivation when they perceive strong parental involvement
in their learning journey. According to the study, this involvement enhances students'
self-esteem and strengthens their commitment to educational goals. The findings
highlight that a collaborative parent-student relationship can significantly impact the
effectiveness of learning environments. (Froiland, 2020) asserts that a psychological
framework for parental involvement, spanning from preschool to high school, is
crucial for fostering academic motivation. He emphasizes that emotional support and
parental aspirations positively correlate with students’ academic confidence and
engagement. Non-integral research by (Kartel et al., 2022) highlights the importance
of parental strategies during distance learning, noting that interactive activities and
consistent communication can mitigate motivational gaps in online education .

(Motevalli et al., 2020) offer an extensive overview of motivational theories,

illustrating that external influences, such as parental involvement, shape students’
intrinsic and extrinsic motivations. They argue that a supportive parental approach
helps students internalize educational goals, leading to long-term academic
commitment. (Wilder, 2023) synthesizes studies showing that parental involvement is
directly linked to improved academic performance and student motivation. Wilder’s
meta-synthesis identifies that the most effective strategies include parental
participation in decision-making and educational planning. Additionally, (Boonk et
al., 2022) note that students' perceptions of parental support can predict their ability to
set academic priorities, underscoring the psychological benefits of an involved
parenting style.

(Froiland, 2020) identifies the critical role of parental expectations, explaining

that consistent encouragement enhances students' goal-setting abilities and resilience.
His study reveals that parents who actively discuss educational challenges and
successes with their children instill a stronger sense of responsibility and curiosity.
(Kartel et al., 2022) stress the adaptive methods of parental engagement during remote
learning, such as using digital tools and collaborative assignments to maintain student
interest. Their research demonstrates that flexible parental involvement strategies are
key to sustaining motivation in non-traditional learning setups. Finally, (Motevalli et
al., 2020) conclude that motivational theories consistently align in recognizing the
profound impact of familial support on academic achievement, affirming the central
role of parents in shaping students' aspirations and performance.

Parental involvement in education plays a crucial role in shaping students'

academic outcomes. Across countries like the Philippines, Malaysia, Singapore, and
Thailand, there is a strong cultural emphasis on family support and involvement in
educational activities. Studies have shown that active parental engagement can
significantly boost students' academic motivation and performance. For instance, in
Singapore, parental involvement is often associated with higher student achievement
and well-being. Similarly, research in Malaysia highlights that parents who actively
participate in their children's education tend to have children who perform better
academically and exhibit higher levels of motivation. In Thailand, parental
engagement in school activities and home-based learning has been linked to positive
educational outcomes. These findings underscore the importance of parental
involvement as a critical factor in the academic success of students throughout the
ASEAN region. Understanding the dynamics of this involvement is essential for
educators and policymakers aiming to enhance educational practices and outcomes in
these countries. Where’s the citation?

According to Lagacé-Séguin and Case (2020), parental involvement plays a

pivotal role in enhancing students' academic motivation and overall school
experience. They found that students with actively involved parents demonstrated
higher engagement levels and better academic performance, highlighting the
motivational drive provided by parental support (Lagacé-Séguin & Case, 2020). Xu
and Corno (2023) emphasized the importance of the quality of parental involvement
over the quantity. Their study revealed that meaningful and supportive interactions
between parents and students are crucial for fostering intrinsic motivation. They argue
that emotional and academic support from parents creates an environment conducive
to student success (Xu & Corno, 2023). Kim and Hill (2024) suggested that various
forms of parental involvement, such as assisting with homework or attending school
events, significantly boost students' academic motivation. Their research showed that
when parents show interest in their children's academic efforts, students feel more
supported and motivated to excel (Kim & Hill, 2024). (Steinberg&Silverberg, 2022)
discussed how parental expectations influence student motivation. They found that
high parental expectations are correlated with increased student motivation and
academic achievement. This suggests that realistic yet high expectations from parents
can positively impact students' academic drive.

García and Santiago (2023) explored the role of parental involvement in

developing students' self-regulated learning. Their study indicated that students with
actively engaged parents are more likely to develop strong self-regulation skills,
essential for maintaining academic motivation and long-term success (García &
Santiago, 2023). Hoover-Dempsey and Sandler (2014) highlighted that parental
involvement contributes significantly to students' academic self-concept. They found
that students who perceive their parents as supportive and involved are more likely to
develop a positive academic self-concept, which is a crucial component of motivation
(Hoover-Dempsey & Sandler, 2014). Additionally, the study by Lagacé-Séguin and
Case (2020) pointed out that the consistency of parental involvement over time plays
a vital role in sustaining students' academic motivation. They observed that students
with consistently involved parents maintained higher levels of academic engagement
and performance. Xu and Corno (2023) also noted that the nature of parental
involvement changes as students grow older, with effective parental strategies
evolving to meet the changing needs of their children. This adaptability in parental
involvement is critical in maintaining student motivation through different
educational stages.
 Kim and Hill (2024) emphasized that culturally responsive parental
involvement practices are particularly effective in enhancing student motivation. They
found that when parents' involvement aligns with cultural values and expectations,
students tend to exhibit higher motivation and better academic outcomes. Steinberg
and Silverberg (2022) argued that parental involvement is not just about academic
support but also emotional and social support. Their study highlighted that parents
who provide a balanced mix of support types contribute significantly to their
children's overall academic motivation. García and Santiago (2023) found that
parental involvement positively impacts students' goal-setting and planning abilities.
They observed that students with engaged parents are better at setting realistic
academic goals and developing plans to achieve them, which enhances their
motivation. Hoover-Dempsey and Sandler (2014) discussed the impact of parental
involvement on students' attitudes towards learning. They found that supportive
parental involvement fosters a positive attitude towards education, which is essential
for sustained academic motivation.

Lagacé-Séguin and Case (2020) emphasized the importance of communication

between parents and teachers. They found that regular communication helps align
parental involvement with school expectations, enhancing the effectiveness of such
involvement on student motivation. Xu and Corno (2023) highlighted the role of
parental involvement in building students' resilience. They found that students with
supportive parents are better equipped to handle academic challenges, maintaining
motivation even in the face of difficulties. Kim and Hill (2024) noted that parental
involvement extends beyond the home and into the community. Their study showed
that parents who engage with the school community and participate in school
activities contribute to a more motivating and supportive educational environment for
their children. Steinberg and Silverberg (2022) discussed the long-term effects of
parental involvement on academic motivation. They found that students with involved
parents are more likely to pursue higher education and achieve long-term academic
success. García and Santiago (2023) concluded that the perceived value of education
by parents significantly influences student motivation. They found that when parents
place a high value on education, their children are more likely to adopt similar
attitudes and remain motivated to succeed academically. Hoover-Dempsey and
Sandler (2014) also pointed out that parental involvement helps mitigate the negative
effects of peer pressure on academic motivation. They found that students with strong
parental support are less likely to be swayed by negative peer influences, maintaining
their focus and motivation.

In the Philippines, academic motivation and parental involvement are critical

components of educational success. Filipino parents play a significant role in fostering
their children's motivation by providing both emotional and practical support for
learning. Parental involvement, which encompasses activities such as monitoring
homework, attending school events, and providing moral encouragement, is often
rooted in strong familial bonds and cultural values like "bayanihan" (communal
unity). Academic motivation among Filipino students is influenced by both intrinsic
and extrinsic factors, with parental engagement serving as a bridge between the two.
However, disparities in socio-economic status present challenges, as low-income
families often face barriers that limit their ability to participate in their children's
education fully. Research has consistently shown that motivated students tend to
perform better academically, and this motivation is frequently tied to the degree of
parental support and guidance they receive. Additionally, Filipino parents' aspirations
for their children often inspire students to pursue academic excellence despite
economic hardships. The interplay between parental involvement and academic
motivation is thus a key focus for educators and policymakers seeking to enhance
student outcomes in the Philippines. Garcia and de Guzman (2020) highlight that
Filipino parents, especially those from low-income households, view involvement as
providing emotional support and ensuring children stay motivated despite financial
challenges. Their study underscores the importance of parental presence in sustaining
children's academic drive in resource-limited settings. Similarly, Jabar et al. (2021)
emphasize that family capital significantly impacts students' motivation and success,
noting that parental engagement increases both academic performance and students'
enthusiasm for learning. Jabar (2020) further explores how different perspectives—
those of parents, children, and teachers—align in recognizing that parental
involvement plays a crucial role in nurturing students' intrinsic motivation,
particularly during the formative years of elementary education.

Guillena et al. (2023) focus on the connection between parenting styles,

parental involvement, and students' self-efficacy, concluding that these elements
significantly boost learners' intrinsic motivation. Their findings suggest that
authoritative parenting fosters a supportive environment conducive to sustained
academic interest and effort. Nerona (2020), using self-determination theory,
examines how autonomy-supportive parenting influences motivation and academic
major satisfaction among Filipino college students. He finds that when parents
encourage independence, students develop stronger intrinsic motivation, which
positively affects both academic and career outcomes. Villareal (2023) discusses how
self-regulated learning strategies and parental involvement interact to influence
academic achievement, demonstrating that motivated students often excel when
parental guidance complements their independent learning efforts. The findings of
Garcia and de Guzman (2020) illustrate the strong link between parental involvement
and academic motivation, particularly in resource-constrained settings where parents'
emotional and moral support play a pivotal role. Jabar et al. (2021) expand on this by
showing how family capital influences students' drive to succeed academically.
Guillena et al. (2023) emphasize the positive effects of parenting styles on learners’
motivation, while Nerona (2020) highlights the long-term benefits of autonomy-
supportive parenting in fostering sustained motivation and satisfaction. Villareal
(2023) adds that self-regulation skills, combined with active parental involvement, are
key predictors of academic motivation and success. Collectively, these studies
highlight the importance of nurturing both parental engagement and student
motivation in the Philippine educational context, as these factors are instrumental in
achieving academic excellence and personal growth.

In San Carlos City, Negros Occidental, is home to a variety of educational

institutions, including Colegio de Santo Tomas Recoletos Inc., which offers a
criminology program that prepares students for careers in law enforcement and public
safety. Parental involvement plays a crucial role in fostering academic motivation
among criminology students in the city. Many parents actively participate in their
children’s education by attending school activities, monitoring academic progress,
and providing emotional support. This involvement is particularly important in
helping students navigate the challenges of their rigorous criminology curriculum.
Local educators observe that students with strong parental engagement tend to exhibit
better focus and perseverance in their studies. However, socioeconomic disparities in
the city sometimes limit parents' capacity to fully engage in their children’s education.
Despite these challenges, schools in San Carlos City have consistently emphasized the
value of parental involvement in shaping students’ academic success. This local
context underscores the importance of understanding how parental support contributes
to the academic motivation of criminology students, ensuring their readiness for
future professional demands. Affuso et al. (2023) argue that consistent parental
monitoring positively impacts students’ academic motivation and performance. They
note that criminology students, who face demanding academic requirements, benefit
significantly from parents who actively track their progress and provide
encouragement. Additionally, they highlight the role of parental support in fostering
students’ self-efficacy, a crucial element in sustaining academic success over time.
Campos and Madrigal (2020) examine the role of parental involvement in the context
of families with overseas working parents. They found that even in the absence of
physical presence, regular communication and financial support from parents
significantly enhance students' academic motivation. The study emphasizes the
importance of maintaining strong emotional bonds and consistent guidance for
academic success.

Carado (2024) explored the relationship between parental awareness of school

activities and students' motivation. The study concluded that parents who actively
participate in institutional programs and feedback sessions contribute to higher levels
of student engagement. For criminology students, such involvement helps instill
discipline and a stronger connection to their academic goals. Marañon et al. (2021)
found that parental involvement directly correlates with students' academic
performance, particularly in structured learning environments. They emphasized that
parents who engage in activities like supervising study habits and attending school
events provide a motivational boost for their children. Criminology students, who
often deal with complex subjects, benefit from this added structure and support.

Ramos and Magallanes (2021) investigated the role of social support,

including parental involvement, in motivating students at risk of academic failure.
Their study revealed that students with supportive parents are more likely to remain
focused on their studies and less likely to drop out. They stressed that for criminology
students, consistent encouragement from parents builds resilience and fosters
academic motivation.