The Relationship Between Family Emotional Support and Students' Academic Outcomes Evidence from a Secondary School in Nepal

Abstract

Family emotional support plays an important role in shaping students' learning experiences and academic development. However, limited research has examined how students' perceptions of family emotional support relate to their academic outcomes in the Nepalese secondary school context. This study aimed to examine the relationship between family emotional support and students' academic outcomes among Grade 10 students at Shree Tribhuwan Shanti Secondary School, Pokhara, Nepal. A quantitative cross-sectional correlational research design was employed. Using simple random sampling, data were collected from 114 students through a structured questionnaire. The data were analyzed using descriptive statistics, chi-square tests, and correlation analysis in SPSS. The findings revealed that most students perceived receiving strong emotional support from their families and reported positive motivation towards their studies. A significant positive association was found between parents' encouragement to study regularly and students' perceived family emotional support. The results also showed that although many students experienced parental absence due to migration, emotional support remained high for most respondents. Overall, the study concludes that family emotional support is positively associated with students' academic experiences and motivation. The findings highlight the importance of strengthening communication, encouragement, and supportive family relationships to promote students' educational development and well-being.