THE TRINITY THAT HIJACKS GRADES: A CORRELATIONAL STUDY OF FAMILY ENVIRONMENT, SHAME PRONENESS AND ACADEMIC COMPETENCE AMONG UNIVERSITY STUDENTS

Abstract

Background: Academic success is influenced by multiple psychological and environmental factors, with family environment playing a pivotal role in shaping students' self-concept, emotional resilience, and motivation. Family cohesion, which includes communication and satisfaction within the household, fosters a sense of security that enhances academic competence. Conversely, shame proneness can hinder academic performance by inducing self-doubt and avoidance behaviors. The complex interplay between these variables remains underexplored, particularly in collectivist societies where cultural values may modify the impact of shame proneness on academic outcomes.

Objective: This study aimed to examine the relationship between family cohesion, shame proneness, and academic competence among university students, investigating whether family communication and satisfaction predict academic success and whether gender and family structure influence these associations.

Methods: A cross-sectional correlational study was conducted on 370 university students (Men = 57.6%, Women = 42.4%) with a mean age of 23.12 years (SD = 4.13). The Family Cohesion Scale (Urdu version), including subscales for Family Communication and Family Satisfaction, was used to assess family environment. Shame proneness was measured using the Guilt and Shame Proneness Scale, while academic competence was evaluated using the Academic Competence Scale. Data were analyzed using Pearson correlation, multiple regression, and independent sample t-tests to determine relationships and group differences.

Results: Significant positive correlations were found between family cohesion and academic competence (r = .54, p < .001). Family communication (r = .48, p < .001) and family satisfaction (r = .50, p < .01) were also positively associated with academic competence. Regression analysis indicated that family satisfaction (β = .35, p < .001) and family communication (β = .23, p < .001) were significant predictors of academic competence, explaining 32% of the variance. Gender differences showed that men reported significantly higher family satisfaction (p = .01) and communication (p = .04) than women. Students from nuclear families demonstrated higher academic competence (p = .01) and family cohesion (p = .03) compared to those from joint families.

Conclusion: Family cohesion, particularly communication and satisfaction, plays a vital role in academic success. While shame proneness did not significantly hinder academic competence, cultural factors may moderate its effects. The findings highlight the need for interventions that strengthen family support systems to enhance students' academic resilience. Future research should explore the role of socioeconomic status, peer influence, and coping mechanisms in academic performance.