Exploring the impact of limited moral support on student confidence in their academic
performance: a quantitative approach
Members of the researchers:
Celestino, Francisco Jr. D.
Domingo, Sandy G.
Magno, Patrick John A.
Marcelino, Keyzen Hanz I.
Oligario, Mark Melvic C.
Salvador, Christian Jay D.
Aradanas, Sherley Fatima
Balubal, Donalyn
Corpuz, Arianne C.
Fajardo, Jorina Claire D.
Macadat, Rhianne P.
Manangan, Mea Bianca Y.
Marcelo, Judy Ann D.
Montenegro, Jelian Nesse J.
Sabanal, Stephanie M.
Saldo, Jona Gwen S.
Taccaban, Mecayla A.
Vinuya, Precious Nicole M.
Yumul, Reynalyn O.
INTRODUCTION
Background of the study
Limited moral support can significantly impact a person’s well-being, shaping their emotional
health, self-confidence, and personal growth. Moral support—empathy, encouragement, and
understanding from family, friends, or colleagues—helps people feel valued, empowered, and
able to handle life’s challenges. When this support is lacking, individuals may feel isolated, self-
doubtful, and even develop mental health struggles, such as anxiety or depression. In
workplaces, limited support can reduce motivation, productivity, and job satisfaction. At home or
among friends, it can create emotional distance and weaken relationships. Limited moral support
also affects self-perception, as individuals who lack encouragement may struggle to trust
themselves or take risks, resulting in stagnation and missed opportunities for growth. Younger
people, especially, may miss out on developing essential social skills without adequate support,
which can impact their ability to build healthy relationships later in life.
Understanding the causes of limited moral support is essential to addressing it. Modern life’s fast
pace, the emphasis on independence, and digital communication, which can lead to shallow
connections, all contribute to a support deficit. Additionally, societal norms that prioritize self-
reliance may prevent people from seeking help, further isolating them in times of need.
Recognizing the importance of moral support can help us foster stronger, more compassionate
communities. Simple actions, like active listening, expressing empathy, or offering words of
encouragement, can positively impact those around us. Building environments that prioritize
emotional support—in families, workplaces, and communities—can help individuals feel more
connected, confident, and capable. By raising awareness of the impact of limited support and
promoting proactive steps to provide it, we can create stronger support systems that lead to
happier, healthier lives for all.
Self-confidence is one of the major factors that students should possess to pursue and satisfy
their studies. Students must trust themselves to compete with others. If a student possesses self-
confidence, they are much more prepared to participate in discussions and activities and express
their opinion. Trusting yourself is a stepping stone to learning and developing the abilities of a
student. Basically, self-confidence is a key to achieving successful study and life.
Having the moral support of family, friends, classmates, and teachers is crucial for building self-
confidence, especially when it comes to studying. Their encouragement helps us try new things
and face challenges. When you trust in your abilities and yourself, it becomes easier to overcome
anxiety, accept mistakes, and learn from them. Students with strong self-confidence are more
likely to participate in class, ask questions, and share their ideas, which enhances their
understanding and learning.
Through confidence with moral support, students are much more open to accepting feedback
from their classmates, and teacher that enhances their abilities. Aside from that, having a positive
view of oneself makes students feel more open in class, have fun with them, and have a better
experience, which causes them to perform well. In fact, building self-confidence does not only
make students accountable to perform well at school but also plays for students’ personal growth
and interactions with others. Basically, self-confidence is one of the foundations to succeed in the
different aspects of life of once students.
(Capoquian's 2005) survey-questionnaire data from Northern Samar-based high school students
and their parents were used to examine the relationship between parenting styles, which was
categorized according to Baumrind's framework, and students' behavior, which was categorized
as impulsive-aggressive, conflicted-irritable, and energetic-friendly. In this study, the majority of
parents were also found to use authoritative parenting styles, and the majority of students were
found to demonstrate energetic-friendly behavior. However, Capoquian found no significant
relationship between parenting styles and students' behavior and concluded that “parenting had
no bearing on the behavior of students”. It must be noted, though, that the measures and analysis
used in the study make it difficult to reach such a clear-cut conclusion.
Academic support is defined as the provision of the facilities needed by the child and the
resources needed for their socialization. Emotional support in the form of encouragement and
assistance in homework of the child is also a part of academic support (Birch and Ladd 1996).
Academic performance is defined as how a student does well in school. The student’s
achievement is measured by a students’ performance using a variety of assessments which are
cumulatively reflected in the Grade Point Average (GPA). There are a variety of factors that
affect student academic performance. Some of these factors include a classroom environment
factors, such as teachers’ effectiveness in the classroom (Wayne et al., 2008), and teacher and
student relationship students’ factors such as, student academic interaction and study habits
(Rabia et al., 2011)
A parental guidance and support are absolutely necessary to create a child leading in advance
academic performance with its unwavering maximum potential. The researchers believe that
without such precious ingredient to nurture a child, it could be a perilous advent to achieve such
massive feat.
The importance of parental involvement, emphasizing the areas of mandated parental
involvement, achievement/behavior, and empowerment will be discussed. Factors contributing to
the lack of parental support as well as recommendations for increasing the levels of parental
support will be presented. (Michelle Franzier Trotman, Journal of negro education, 2001)
Friends’ support refers to students’ perception of an interpersonal process that involves actions
and information that may lead them to feel that they receive help in the academic area from other
students when they need it (Friedlander et al., 2007; Linden-Andersen et al., 2008). Earlier
studies found evidence on the relations between friends’ support and motivation (Ryan, 2001) as
well as between motivation and academic performance (Clark & Schroth, 2010; Major et al.,
2006). Evidence for relationships between friends’ support and emotional adjustment was also
reported by (Ciairano et al., 2007; Petersen et al., 2009) found positive relations between friends’
support, emotional adjustment and academic performance.
Given that friends’ support is related to motivation to learn and to emotional adjustment, and that
motivation to learn and emotional adjustment are related to academic performance, I assume that
differences in motivation to learn and in emotional adjustment represent the mechanisms through
which friends’ support exerts its influence on academic performance.
The classroom atmosphere holds great significance in shaping student learning and
achievements. It encompasses elements such as physical setup, social dynamics, teacher-student
bonds, and instructional methodologies. This review explores the core dimensions of the
classroom environment and their impact on student engagement, motivation, and academic
success. Interactions within classrooms, such as teacher student relationships and peer dynamics,
profoundly impact student well-being, engagement, and learning outcomes. Positive teacher-
student relationships characterized by warmth and support contribute to higher motivation and
achievement (Roorda et al., 2011; Hamre & Pianta, 2005). Fostering an inclusive and supportive
classroom climate that encourages collaboration enhances student engagement and performance
(Wentzel, 2015; Wang & Eccles, 2012).
To conclude, Self-confidence is essential for students to succeed in their studies. When students
trust themselves, they are more willing to engage in discussions, express their opinions, and
tackle challenges. Support from family, friends, classmates, and teachers helps build this
confidence, making it easier for students to overcome anxiety and learn from their mistakes.
Confident students actively participate in class, accept feedback, and enjoy their learning
experience, leading to better academic performance and personal growth.
Academic performance is influenced by various factors, including classroom dynamics, teacher
effectiveness, and student study habits. Parental guidance and involvement are crucial for
nurturing a child's academic potential. Friends' supports also plays a significant role in
motivation and emotional well-being, further impacting academic success. The classroom
environment, including teacher-student relationships and social dynamics, is vital for fostering
student engagement and achievement. Positive interactions within this environment encourage
collaboration and enhance learning outcomes.
