Abstract
This study investigates the influence of parenting style, parental involvement, and parents’ self-efficacy on the learning motivation of elementary school students in Iligan City during the academic year 2022-2023. A cluster-simple random sampling approach was used to select 636 students and 636 parents who responded to the adapted Likert-type questionnaire assessing parenting style, parental involvement, parents’ self-efficacy, and learning motivation. The results showed a significant positive association between parenting style, parents’ self-efficacy, parental involvement, and learning motivation. Using multiple regression analysis, parents’ self-efficacy was found to be the most influential predictor of learning motivation, followed by parental involvement and parenting style. These predictors explained 85.7% of the total variance in learning motivation. The findings suggest that parental involvement, parenting style, and parents’ self-efficacy are crucial factors in promoting the learning motivation of elementary school learners. Educators should create programs and activities to encourage parental participation in their children’s education while providing them with the necessary resources to support their children’s learning. Positive parenting strategies that promote a supportive and nurturing learning environment are essential for parents, which can be achieved by establishing routines, setting realistic expectations, offering emotional support, and communicating with their children’s teachers.
