Abstract

This study looked at the academic performance and self-esteem of students from single-parent households. It also examined how parental support affects students’ academic performance and self-esteem. The study aimed to understand students’ experiences and to serve as a basis for a self-esteem–enhancement workshop. A descriptive-correlational research design was used. The respondents were students from single-parent households at Bestlink College of the Philippines. Data were collected through a questionnaire measuring parental support, self-esteem, and academic performance based on General Weighted Average (GWA). The data were analyzed using descriptive statistics, Shapiro-Wilk Normality test, Spearman’s Rank-Order Correlation, and the Kruskal-Wallis H test. Most respondents were 22–23 years old and female. Students reported high parental support, especially financial support, but limited quality time and communication. Most students had very satisfactory academic performance and generally high self-esteem. There was no significant relationship between academic performance and self-esteem. Emotional support and quality time were found to be important for students’ self-esteem. The findings show that emotional support plays an important role in building self-esteem. A self-esteem–enhancement workshop is recommended for students from single-parent households.