Family Support as a Moderating Variable in the Relationship Between Parental Separation and Academic Achievement Among Elementary School Students

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Key Points

The research aims to study how parental separation affects academic achievement and the role of family support in this relationship.
Descriptive analytical approach applied to a purposeful sample of 120 elementary students.
Participants were equally divided between 60 from separated families and 60 from stable families.
A questionnaire with 24 items covering psychological, academic, and family support aspects was used.
Significant differences in academic achievement were found favoring stable family students (M=4.62 vs M=2.46, t=-39.85, p<0.001).
A strong positive correlation between family support and academic achievement was identified (r=0.73, p<0.001).
Family support explained 53.1% of the variance in academic achievement (R2=0.531).

Examines family support's effect on academic achievement in elementary students, suggesting intervention needs.

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Ayah Tawil¹ (2026) studied this question.

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