EXPLORING EFL STUDENTS’ ACADEMIC ACHIEVEMENT IN RELATION TO THEIR FAMILY CONSTRUCTS

Amalia, Tiara (2026) EXPLORING EFL STUDENTS’ ACADEMIC ACHIEVEMENT IN RELATION TO THEIR FAMILY CONSTRUCTS. Undergraduate (S1) thesis, UIN SYEKH WASIL KEDIRI.

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Abstract

Family dynamics constitute one of the most consequential yet underexplored contextual factors shaping students' academic trajectories in higher education. Despite the growing body of literature on academic achievement, relatively few studies have examined how the structural and relational dimensions of family systems collectively influence students' scholastic outcomes. Drawing on Bowen's Family Systems Theory, which conceptualizes the family as an interconnected emotional unit whose internal dynamics extend into individual functioning and development, this study investigates the influence of family constructs on the academic achievement of undergraduate students at State Islamic University (UIN) Syekh Wasil Kediri. This study employed a qualitative case study design to examine the lived experiences of six high-achieving students selected on the basis of diverse family backgrounds. Data were gathered through structured questionnaires and in-depth interviews, using an interview guide developed around five theoretically grounded dimensions of family constructs: emotional support, financial support, parental involvement, communication patterns, and home environment. The collected data were analyzed using Braun and Clarke's (2006) six-phase Thematic Analysis, encompassing familiarization, initial coding, theme generation, theme review, theme definition and naming, and report writing. The analysis yielded five major themes illustrating the multifaceted ways in which family constructs shape students' academic achievement. Home environment emerged as the most dominant and consistently influential factor, followed by varying degrees of emotional support, financial support, parental involvement, and communication patterns. Notably, family support did not uniformly determine academic outcomes; several participants sustained high achievement through self-regulation, independence, resilience, and adaptive coping strategies despite constrained family conditions. These findings suggest that academic achievement is not a direct product of family resources alone, but rather an emergent outcome of the interplay between family system dynamics and individual adaptive capacity, consistent with Bowen's theoretical framework. The implications extend to both students, who may cultivate agency within challenging family contexts, and educators, who are encouraged to adopt family-informed pedagogical approaches to better support learners' academic development.

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