Perceived father involvement, psychological needs and academic achievement of Filipino adolescent sons

Date of Publication

2009

Degree Name

Master of Arts in Counseling

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Rayos, Nancy C.

Defense Panel Member

Orosa, Maria Alicia Bustos
Capeding, Leo J.

Abstract/Summary

The study tested the model of Connell and Wellborn (1991) in the local setting on the impact of father involvement to academic achievement as mediated by the three psychological needs: autonomy, competence and relatedness. The participants are Filipino adolescent sons, living with their fathers, studying in an urban, Catholic school (n=313). The research followed a mixed method inquiry. A series of tests and focus group discussion sessions for selected participants were utilized to gather data. Results show that father involvement predicts all three psychological needs (p<.05). Competence predicts academic achievement. Relatedness predicts academic achievement inversely. Communication and being a role model are the main means through which fathers impact their sons’ psychological needs. Psychological needs are seen as determinants of academic achievement through its influence in the sons’ effort and drive in school. The results of the study explored its possible use in building Self Determination Theory in local literature, as well as in implementing school programs.

Abstract Format

html

Format

Electronic

Accession Number

CDTG004695

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

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