Theoretrical Background

This study is anchored on Family Systems Theory and is supported by Social Exchange

Theory and Family Development Theory.

Family Systems Theory, a theory proposed by Dr. Murray Bowen states how each family

member is connected to one another and how they have specific roles to be played. Patterns

that develop within the family and the attitude of each family member play a significant role of

either making a balance or causing a dysfunction within the family system (Brown, 1999).

Bowen described his theory in representation of a triangle concept which symbolizes a bridge

between the parents, the offspring, and to the wider area of the family. Bowen’s concept of a

triangle signifies the human functioning in relation to their family system (Titelman, 2012).

Bowen’s theory of family systems perceives human behavior from a family perspective and

encompasses them in a natural view (Knauth, 2003). It could be correlated to this study in a way

that this theory could support the correlation between the students’ academic performance and

their family dynamics. The society’s smallest unit, the family, is believed to be a great influence

on how a child or a student behaves in different aspects such as emotional, social, mental, and

personal. The family dynamics of a specific student could either be a support system or a cause

of distraction and could greatly affect how a student faces his struggles in school in relation to

his academic performance. A lapse from parenting could do either damage or a motivation and

and a clear relation between family relationships and academic performance is questionable

that makes this theory a major theory for this study.

In social exchange theory, George Homans addressed it as a communication context

among individuals, small groups, and organizations. The theory caters on people’s social

behavior in where they form an assertive attitude of attaining a valued reward for which they

must sacrifice something of value (Redmond, 2015). The social exchange theory suggests that
an individual who provides rewards to a certain individual compels the recipient to reciprocate it

and in return, supply benefits unto the provider. This idea is derived from Gouldner’s 1960 idea

of reciprocation in where it states that the primary mechanism for group structure and social

interaction is that for an individual to constantly acquire benefits, they must also constantly give

back benefits to the provider (Smyth & Zimba, 2019). Similar to parent-child relationships, it is

believed that positive parenting could be reciprocated by positive academic achievement of a

child while negative parenting could be rewarded with low grades and negative performance. A

child is motivated to study and engage in school activities when parents show support and also

involve themselves in parental meetings as well as showing interest in their child’s academic

achievements. It is more likely to be expected that whenever a child shows negative and low

performance at school, they can have personal problems at home and with their parents, which

has not been given any clear correlation yet.

Family Development Theory, a supporting theory, focuses on a family’s pattern of

changes and their experiences as they move forward in life. It uses time and history as its major

component and analyzes a family carefully based on their life course (Klein & White, 1996). It is

a theory approach to studying and observing families which is relevant in explaining the

observable changes, the dynamic nature of the family, and how change happens in their life

cycle (Vargas, 2010). It is a key component in identifying the situation inside a family and how

severe the history and occurring problem of parenting is. Through this, a guide is made

available to show the connection of how changes and experiences inside a family unit affect a

child and how it reflects on their academic achievements.

Walker and Shepherd reported that inappropriate family dynamics can lead to academic

and educational failure, breakdown of social relations, social isolation, and substance abuse.

Sun et al. and Park et al. reported that factors such as cultural pliancy of the family, parental

involvement in school affairs and parents–child attachment, religious education of parents

towards their offsprings, family education, appropriate monitoring and constrain, financial status,

and family conflicts were effective on a child's educational achievement (as cited by Dehaghani

et.al., 2014). The Family Systems Theory that discusses about the connection of each family

members in a unit, the Social Exchange Theory that states how a child could respond positively

or negatively depending on parenting problems, and Family Development Theory that

showcases how changes and experiences in a family could affect a child are theories that could

support and anchor the clear connection between family dynamics and parenting in correlation

to a student and a child’s academic achievement.

Paradigm of the Study

PC MODEL (Predictor-Criterion Mode)

Family Dynamics of Senior High School Academic Achievement of Senior High

STEM Students School STEM Students

 Parenting Problem  Academic Grades

 Parent Involvement  Consistency of Grades and
 Home Environment Academic Achievement