IJECE Published Articles

Abstract This study examines the persistent issue of fragmented explanations of academic achievement, in which family support and student motivation are frequently regarded as distinct factors, despite their interconnected roles in determining student success. The Integrated Family Support–Motivation–Academic Success (IFSMAS) paradigm illustrates the interaction between internal motivational processes and external support systems to produce academic performance outcomes. In order to establish an organized and transparent review process, a qualitative approach was implemented, which involved the utilization of document and narrative analysis in accordance with the PRISMA framework. The analysis employed academic sources, including Scopus-indexed journal articles, theoretical papers, and review studies, that were published between 2018 and 2026. The results of the study identified five primary themes: (1) family support as a context-dependent influence, (2) motivation as a dynamic mediator, (3) behavioral mechanisms in academic success, (4) structural and contextual constraints, and (5) teacher support as a compensatory but structurally constrained mechanism. The findings suggest that academic achievement is the result of the interaction between environmental support, motivational processes, behavioral regulation, and institutional conditions. The study underscores the necessity of comprehensive and integrated educational approaches that address both structural factors and psychological processes in order to enhance student outcomes. Keywords: Family Support, Student Motivation, Academic Success, IFSMAS Model, Self-regulated Learning