CONTRIBUTION OF FAMILY ENVIRONMENT AND PSYCHOLOGICAL FACTORS TO THE ACADEMIC ACHIEVEMENT OF STUDENTS FROM SLUM AREAS

This study examines how psychological factors and the home environment influence the academic performance of students living in slum areas. The objective is to determine the extent to which these two factors impact students' academic achievement. Employing a quantitative correlational research design, a survey of students from slum areas was conducted using structured questionnaires and school records. Parental support, the home study environment, and family involvement represent the "family environment" factor, while motivation, self-esteem, and emotional well-being constitute the "psychological factors." Multiple regression, correlation, reliability analysis, and descriptive statistics were used to analyze the collected data. The results indicate that both home environment and psychological factors significantly enhance students' academic achievement, with psychological factors exerting a greater influence. The study concludes that fostering family support and promoting positive psychological development would help adolescents from impoverished communities perform better academically. These findings hold significant implications for parents, teachers, schools, and policymakers as they devise strategies to assist disadvantaged youth in achieving academic success.