motivation essay about family

Essay on My Family and My Biggest Motivation

In my entire 17, almost 18, years of life I have felt my time has been priceless but an extremely overriding way to adulthood. The lessons I have learned over the course of my life I still will always hold close to my heart. There are still many things out there for me to learn and to shape me into being a higher quality person. I can pull a handful of experiences both good and bad that have impacted me immensely to the point where it really changed me to the person I am today. Taking the positive things out of all of my significant life experiences have made me a well built, individualist young woman. 

Growing up as the eldest of four sisters to a single mother nothing has been simply handed to me. I would always try my hardest to make my mother proud and become a positive role model my sisters could look up to. I was always helpful to my mother, whether it was taking care of my younger siblings or cleaning the house. From a young age I had learned to as well as keep school my main priority along with my extracurriculars. Having my mother always motivate me stirred a special love I had for school and sports. Ever since I transferred to Lemoore High School I have been involved in multiple clubs, organizations and, sports.

I have been a part of the Future Farmers of America, Health Occupations, Yearbook, Sports Medicine, and have also been on the Varsity Track and Field team since my sophomore year as well as competing in two years of waterpolo my junior and senior year. During my first year of track, I placed for 1st in Frosh girls triple jump and tied for 3rd place in Frosh girls pole vault. All my advisors and coaches have a big part in who I have become to this day. My track coaches specifically have a special place in my heart. I was proven wrong by them when I did not see myself as strong. Having the continuous love and support helped me persevere through hard times on and off the track. Being involved in multiple organizations throughout my high school campus has been rewarding to say the least. 

Throughout my high school academic career, I have taken multiple AP courses and completing 3 AP tests. This year I had found my passion which is helping people with physical disabilities. Working at the local nursing home has opened my eyes to a whole new career I would have never known. Watching the resident's overtime start to walk and hold utensils when at the beginning of their therapy program they have severe difficulty doing these daily tasks was very humbling. I am planning to attend Fresno Pacific University and join their Pre- Occupational Therapy program and obtain my Master's Degree in Occupational Therapy. Helping people of all ages get their independence and mobility back will be the most rewarding thing of all. Seeing your patients overcome obstacles and trying time and time again is something I can’t wait for . Having such a repaying job will make me one of the happiest people on Earth.

I always present the best version of myself to others. My positive outlook will benefit me not only now but for the rest of my life. With my family as my biggest motivation, I want nothing but to make them proud and help them strive for greatness. No matter what knocks me down I always come back and conquer the issue, whether big or small. Perseverance is the initial key to success and I believe I have what it takes. I would like to thank you for considering me for this wonderful scholarship.

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Caring for family is what motivates people worldwide

International study including 27 countries shows people prioritize loved ones over everything else.

Across the globe, caring for loved ones is what matters most. An international study including 27 countries shows people prioritize loved ones over everything else. Photo by Jude Beck from unsplash.com

Across the globe, caring for loved ones is what matters most. But for decades this has not been the focus of many social psychology studies.

Now, an international team of researchers led by evolutionary and social psychologists from Arizona State University surveyed over 7,000 people from 27 different countries about what motivates them, and the findings go against 40 years of research. The study was published on Dec. 3 in Perspectives on Psychological Science.

“People consistently rated kin care and mate retention as the most important motivations in their lives, and we found this over and over, in all 27 countries that participated,” said ASU’s Ahra Ko , who recently won an Outstanding Research Award from the Society for Personality and Social Psychology . “The findings replicated in regions with collectivistic cultures, such as Korea and China, and in regions with individualistic cultures like Europe and the U.S.”

The study included people from diverse countries — ranging from Australia and Bulgaria to Thailand and Uganda — that covered all continents except Antarctica. The ASU team, with funding from the National Science Foundation awarded to ASU’s Michael Varnum , principal investigator, and Douglas Kenrick , co-principal investigator, sent a survey about fundamental motivations to scientists in each of the participating countries. Then, the researchers in each country translated the questions into the native language and made edits so that all the questions were culturally appropriate.

For the past 40 years, evolutionary psychological research has focused on how people find romantic or sexual partners and how this desire affects other behaviors, like consumer decisions. But study participants consistently rated this motivation — called mate-seeking — as the least important factor in their lives.

Evolutionary psychologists define kin care as caring for and supporting family members, and mate retention as maintaining long-term committed romantic or sexual relationships. These two motivations were the most important even in groups of people thought to prioritize finding new romantic and sexual partnerships, like young adults and people not in committed relationships.

“The focus on mate-seeking in evolutionary psychology is understandable, given the importance of reproduction. Another reason for the overemphasis on initial attraction is that college students have historically been the majority of participants,” said Cari Pick , an ASU psychology graduate student and second author on the paper. “College students do appear to be relatively more interested in finding sexual and romantic partners than other groups of people.”

In all 27 countries, singles prioritized finding new partners more than people in committed relationships, and men ranked mate-seeking higher than women. But, the differences between these groups were small because of the overall priority given to kin care.

“Studying attraction is easy and sexy, but people’s everyday interests are actually more focused on something more wholesome — family values,” said Kenrick, who is a President’s Professor of psychology at ASU and senior author on the study. “Everybody cares about their family and loved ones the most, which, surprisingly, hasn’t been as carefully studied as a motivator of human behavior.”

The motivations of mate-seeking and kin care were also related to psychological well-being but in opposite ways. People who ranked mate-seeking as the most important were less satisfied with their lives and were more likely to be depressed or anxious. People who ranked kin care and long-term relationships as the most important rated their lives as more satisfying.

“People might think they will be happy with numerous sexual partners, but really they are happiest taking care of the people they already have,” Kenrick said.

The research team is currently working on collecting information about the relationships among fundamental motivations and well-being around the world.

ASU’s Michael Varnum, associate professor of psychology, along with Jung Yul Kwon, Michael Barlev, Jaimie Krems and Rebecca Neel also contributed to the study.

Related: Human motivation: Why we do what we do

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Essay about Family: What It Is and How to Nail It

Humans naturally seek belonging within families, finding comfort in knowing someone always cares. Yet, families can also stir up insecurities and mental health struggles.

Family dynamics continue to intrigue researchers across different fields. Every year, new studies explore how these relationships shape our minds and emotions.

In this article, our dissertation service will guide you through writing a family essay. You can also dive into our list of topics for inspiration and explore some standout examples to spark your creativity.

What is Family Essay

A family essay takes a close look at the bonds and experiences within families. It's a common academic assignment, especially in subjects like sociology, psychology, and literature.

So, what's involved exactly? Simply put, it's an exploration of what family signifies to you. You might reflect on cherished family memories or contemplate the portrayal of families in various media.

What sets a family essay apart is its personal touch. It allows you to express your own thoughts and experiences. Moreover, it's versatile – you can analyze family dynamics, reminisce about family customs, or explore other facets of familial life.

If you're feeling uncertain about how to write an essay about family, don't worry; you can explore different perspectives and select topics that resonate with various aspects of family life.

Tips For Writing An Essay On Family Topics

A family essay typically follows a free-form style, unless specified otherwise, and adheres to the classic 5-paragraph structure. As you jot down your thoughts, aim to infuse your essay with inspiration and the essence of creative writing, unless your family essay topics lean towards complexity or science.

Here are some easy-to-follow tips from our essay service experts:

• Focus on a Specific Aspect: Instead of a broad overview, delve into a specific angle that piques your interest, such as exploring how birth order influences sibling dynamics or examining the evolving role of grandparents in modern families.
• Share Personal Anecdotes: Start your family essay introduction with a personal touch by sharing stories from your own experiences. Whether it's about a favorite tradition, a special trip, or a tough time, these stories make your writing more interesting.
• Use Real-life Examples: Illustrate your points with concrete examples or anecdotes. Draw from sources like movies, books, historical events, or personal interviews to bring your ideas to life.
• Explore Cultural Diversity: Consider the diverse array of family structures across different cultures. Compare traditional values, extended family systems, or the unique hurdles faced by multicultural families.
• Take a Stance: Engage with contentious topics such as homeschooling, reproductive technologies, or governmental policies impacting families. Ensure your arguments are supported by solid evidence.
• Delve into Psychology: Explore the psychological underpinnings of family dynamics, touching on concepts like attachment theory, childhood trauma, or patterns of dysfunction within families.
• Emphasize Positivity: Share uplifting stories of families overcoming adversity or discuss strategies for nurturing strong, supportive family bonds.
• Offer Practical Solutions: Wrap up your essay by proposing actionable solutions to common family challenges, such as fostering better communication, achieving work-life balance, or advocating for family-friendly policies.

Family Essay Topics

When it comes to writing, essay topics about family are often considered easier because we're intimately familiar with our own families. The more you understand about your family dynamics, traditions, and experiences, the clearer your ideas become.

If you're feeling uninspired or unsure of where to start, don't worry! Below, we have compiled a list of good family essay topics to help get your creative juices flowing. Whether you're assigned this type of essay or simply want to explore the topic, these suggestions from our history essay writer are tailored to spark your imagination and prompt meaningful reflection on different aspects of family life.

So, take a moment to peruse the list. Choose the essay topics about family that resonate most with you. Then, dive in and start exploring your family's stories, traditions, and connections through your writing.

• Supporting Family Through Tough Times
• Staying Connected with Relatives
• Empathy and Compassion in Family Life
• Strengthening Bonds Through Family Gatherings
• Quality Time with Family: How Vital Is It?
• Navigating Family Relationships Across Generations
• Learning Kindness and Generosity in a Large Family
• Communication in Healthy Family Dynamics
• Forgiveness in Family Conflict Resolution
• Building Trust Among Extended Family
• Defining Family in Today's World
• Understanding Nuclear Family: Various Views and Cultural Differences
• Understanding Family Dynamics: Relationships Within the Family Unit
• What Defines a Family Member?
• Modernizing the Nuclear Family Concept
• Exploring Shared Beliefs Among Family Members
• Evolution of the Concept of Family Love Over Time
• Examining Family Expectations
• Modern Standards and the Idea of an Ideal Family
• Life Experiences and Perceptions of Family Life
• Genetics and Extended Family Connections
• Utilizing Family Trees for Ancestral Links
• The Role of Younger Siblings in Family Dynamics
• Tracing Family History Through Oral Tradition and Genealogy
• Tracing Family Values Through Your Family Tree
• Exploring Your Elder Sister's Legacy in the Family Tree
• Connecting Daily Habits to Family History
• Documenting and Preserving Your Family's Legacy
• Navigating Online Records and DNA Testing for Family History
• Tradition as a Tool for Family Resilience
• Involving Family in Daily Life to Maintain Traditions
• Creating New Traditions for a Small Family
• The Role of Traditions in Family Happiness
• Family Recipes and Bonding at House Parties
• Quality Time: The Secret Tradition for Family Happiness
• The Joy of Cousins Visiting for Christmas
• Including Family in Birthday Celebrations
• Balancing Traditions and Unconditional Love
• Building Family Bonds Through Traditions

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Family Essay Example

For a better grasp of the essay on family, our team of skilled writers has crafted a great example. It looks into the subject matter, allowing you to explore and understand the intricacies involved in creating compelling family essays. So, check out our meticulously crafted sample to discover how to craft essays that are not only well-written but also thought-provoking and impactful.

Final Outlook

In wrapping up, let's remember: a family essay gives students a chance to showcase their academic skills and creativity by sharing personal stories. However, it's important to stick to academic standards when writing about these topics. We hope our list of topics sparked your creativity and got you on your way to a reflective journey. And if you hit a rough patch, you can just ask us to ' do my essay for me ' for top-notch results!

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FAQs on Writing an Essay about Family

Family essays seem like something school children could be assigned at elementary schools, but family is no less important than climate change for our society today, and therefore it is one of the most central research themes.

Below you will find a list of frequently asked questions on family-related topics. Before you conduct research, scroll through them and find out how to write an essay about your family.

How to Write an Essay About Your Family History?

How to write an essay about a family member, how to write an essay about family and roots, how to write an essay about the importance of family.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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Why family is the motivation behind my success

“Aren’t you going to stick around and do some sightseeing?”

I get this question often when people find out I leave to go home on the same day as my presentation. For me, it’s an easy answer. I want to go home to my family. They’re my reason why, the drive behind my success, and the motivation that boosts my focus and productivity.

Spending more time with my family is what is most important to me.

Knowing your why—what motivates you deeply—is the key to your long term success. It’s the secret weapon that propels you towards reaching your result through focus, productivity and accountability.

What is your “why” and how do you use that motivation to help you focus? I’d love to hear it! Please share in the comments below.

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Motivation Essay for Students and Children

500+ words essay on motivation.

Everyone suggests other than the person lack motivation, or directly suggests the person remain motivated. But, no one ever tells what is the motivation of how one can stay motivated. Motivation means to face the obstacle and find an inspiration that helps you to go through tough times. In addition, it helps you to move further in life.

Meaning of Motivation

Motivation is something that cannot be understood with words but with practice. It means to be moved by something so strongly that it becomes an inspiration for you. Furthermore, it is a discipline that helps you to achieve your life goals and also helps to be successful in life .

Besides, it the most common practice that everyone does whether it is your boss in office or a school teacher or a university professor everyone motivates others in a way or other.

Role of Motivation

It is a strong tool that helps to get ahead in life. For being motivated we need a driving tool or goal that keeps us motivated and moves forward. Also, it helps in being progressive both physically and mentally.

Moreover, your goal does not be to big and long term they can be small and empowering. Furthermore, you need the right mindset to be motivated.

Besides, you need to push your self towards your goal no one other than you can push your limit. Also, you should be willing to leave your comfort zone because your true potential is going to revel when you leave your comfort zone.

Types of Motivation

Although there are various types of motivation according to me there are generally two types of motivation that are self- motivation and motivation by others.

Self-motivation- It refers to the power of someone to stay motivated without the influence of other situations and people. Furthermore, self-motivated people always find a way to reason and strength to complete a task. Also, they do not need other people to encourage them to perform a challenging task.

Motivation by others- This motivation requires help from others as the person is not able to maintain a self-motivated state. In this, a person requires encouragement from others. Also, he needs to listen to motivational speeches, a strong goal and most importantly and inspiration.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Motivation

Motivation is very important for the overall development of the personality and mind of the people. It also puts a person in action and in a competitive state. Furthermore, it improves efficiency and desire to achieve the goal. It leads to stability and improvement in work.

Above all, it satisfies a person’s needs and to achieve his/her goal. It helps the person to fight his negative attitude. The person also tries to come out of his/her comfort zone so that she/ he can achieve the goal.

To conclude, motivation is one of the key elements that help a person to be successful. A motivated person tries to push his limits and always tries to improve his performance day by day. Also, the person always gives her/his best no matter what the task is. Besides, the person always tries to remain progressive and dedicated to her/his goals.

FAQs about Motivation Essay

Q.1 Define what is motivation fit. A.1 This refers to a psychological phenomenon in which a person assumes or expects something from the job or life but gets different results other than his expectations. In a profession, it is a primary criterion for determining if the person will stay or leave the job.

Q.2 List some best motivators. A.2 some of the best motivators are:

• Inspiration
• Fear of failure
• Power of Rejection
• Don’t pity your self
• Be assertive
• Stay among positive and motivated people
• Be calm and visionary

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The Role of Family Influence and Academic Satisfaction on Career Decision-Making Self-Efficacy and Happiness

Orhan koçak.

1 Faculty of Health Science, Istanbul University—Cerrahpasa Istanbul, 34320 Istanbul, Turkey; moc.liamg@nagodrehallludba

Namık Ak

2 Faculty of Engineering, Karamanoğlu Mehmetbey University, 70110 Karaman, Turkey; rt.ude.umk@kakiman

Sezer Seçkin Erdem

3 Vocational School of Technical Sciences, Istanbul University—Cerrahpasa Istanbul, 34320 Istanbul, Turkey; rt.ude.cui@medre (S.S.E.); [email protected] (M.S.)

Mehmet Sinan

Mustafa z. younis.

4 College of Health Sciences, Jackson State University, Jackson, MS 39217, USA; moc.liamg@99sinuoy

Abdullah Erdoğan

Associated data.

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to that they are a part of a developing dataset which will be used in the future for different studies.

Careers are a reality of life that need to be considered as multi-dimensional in today’s modern societies. Choosing a career is a complex process that coincides with high school and university ages, creating psycho-social stress. Considering the literature, the effects of different environmental factors have been revealed in separate studies. This study examines both individual and environmental factors together. By adopting a quantitative research method, we collected cross-sectional data through online questionnaires from 1130 university students. The association of family influence and academic satisfaction with happiness through career decision self-efficacy was meaningful using gender, age, income, and parents’ education as control variables. Family influence and academic satisfaction were positively correlated with career decision self-efficacy and happiness. In conclusion, we found that family influence and support, students’ work, and academic satisfaction are positively significant in terms of the career process and happiness. It was understood that the career reality should be considered with a holistic view that includes family, school, and work experience.

1. Introduction

Career expectations have become an essential concept in professional life and have been defined by many researchers with different perspectives. Among these definitions, different definitions range from career being the sum of work, family, and school processes to being a lifestyle [ 1 , 2 , 3 , 4 ]. In addition, a common definition is that a career is a process that continues during an individual’s developmental period and throughout life [ 5 , 6 , 7 ]. Based on these definitions, a career is a component of all processes before, during, and after the choice of profession, including making an effort to be successful, and succeeding during these periods using various resources.

The turning point for choosing a career usually starts during the pre-university or university era. In this period, when individuals experience difficulties in both their psychological and social lives, asking them to make decisions that will affect their entire lives will increase individuals’ stress and prevent them from making sound decisions [ 6 ]. During the high school years, individuals who do not yet fully know themselves and cannot identify their advantages, shortcomings, opportunities, and the dangers that their choices will cause may have to choose a profession and career that is not suitable for them later on. This will negatively affect the happiness levels of individuals and reduce their life satisfaction [ 8 , 9 , 10 ]. Individuals will consider some factors which have the power to affect them both positively and negatively, such as peer environment, guidance services, school experiences, and their family.

In this study, we focused on university students because university is a turning point for career decision making in Turkey. It was assumed that some demographic variables, family influence, and academic satisfaction would be associated with career decision self-efficacy and happiness based on the ecological concept which was developed by Bronfenbrenner [ 11 ]. The ecological concept considers a holistic approach to family influence, academic success, work experiences, parents’ education, and income level in the career process and is a notable part of the study. How students’ work experiences affect their career processes and their possible contribution to future working lives and labor market knowledge will be discussed. We found a significant positive impact of family influence and academic satisfaction on career decision self-efficacy and happiness in accordance with the ecological concept. Additionally, a significant mediation impact of career decision self-efficacy in the relationship between family influence, academic satisfaction, and happiness was observed. A moderating impact of parents’ education between academic satisfaction and happiness, and also career decision self-efficacy and happiness, was found. In all analyses, gender, age, class level, income level, parents’ education level (mean), and working status of participants were used as control variables.

1.1. Career Decision-Making Self-Efficacy (CDSE)

The process called career decision making is a critical period that affects the future of individuals together with their families. Career choice will determine the individual’s quality of life. Remarkably, for people who spend most of their lives in their jobs, career choice is a factor that directly affects happiness [ 12 , 13 ].

Choosing a profession that an individual wants to do and making an effort to prepare for that profession is called the career process [ 14 ]. The most important factors in an individual’s decision are their strengths and weaknesses. When choosing a career path, individuals will decide on their preferences, considering the effects of their physical and mental abilities, their academic skills, and economic situation [ 15 , 16 , 17 , 18 ]. Even though it is sometimes beneficial for better career opportunities, changing career path after studying at university is both challenging and wasteful of resources [ 19 , 20 , 21 ]. Therefore, for their career choice, individuals should be supported and show compatibility between their characteristics and their needs and expectations [ 13 , 15 ].

Career decision making is one of the issues that needs to be emphasized when planning for the future [ 15 ]. Happiness and relationships with people will be directly affected by the possible problems of individuals who have problems related to their career decision [ 13 ]. It is difficult and complicated to make an important decision for life before university. Individuals should compare their social, physical, and mental characteristics with their chosen profession’s features to facilitate the career decision process and examine possible problems in advance that may arise later [ 22 ]. Therefore, self-efficacy is crucial in making career decisions. Career decision self-efficacy is defined as the degree of belief that individuals can perform the career process successfully [ 23 ].

Many factors, such as friendships, expectations from a profession and employment, societal perception, academic satisfaction, personal characteristics of the individual, and their family’s influence, affect the career decision process [ 24 , 25 , 26 , 27 ]. These systems have complex relationships with each other, and they can affect each other. While the studies conducted in this field mainly focus on the individual factors, namely their abilities, values, and interests, environmental factors, especially the family and education, are also keystones of this process [ 28 , 29 ].

1.2. Family Influence and Academic Satisfaction on Career Decision Self-Efficacy

Our study was based on the ecological concept in which family influence and income, parents’ education, participation in working life, and academic satisfaction are essential elements [ 11 , 28 , 30 ]. The ecological concept has four basic systems, which are micro, mezzo, eco, and macro, which affect the individual in the career choice process [ 31 ]. The microsystem is individual, the mezzosystem is family and peers, the ecosystem is relatives and neighbors, and the macrosystem is ideological groups [ 30 ]. Additionally, another theory is used in the literature called the social cognitive theory of careers developed by Lent et al. [ 32 ], which focuses on academic success and family support [ 33 , 34 ]. Additionally, many other theories include family influence and academic output in their models [ 20 , 25 , 35 , 36 , 37 ].

Each family and culture follows a development process of its own, and therefore there will be differences among individuals [ 36 , 38 , 39 ]. The existence of these traditional, cultural, and social differences is an advantage for societies. However, these differences are expected to positively affect young people’s career decisions and happiness [ 6 ]. In the literature, family support is associated with many variables. It was determined that family influence significantly affects professional improvement, and as the support felt by young people increases, their professional improvement increases in parallel [ 34 , 40 , 41 , 42 ]. Additionally, a negative relationship was found between the social support level of the family and professional indecision since individuals are preoccupied by their families’ recommendations [ 43 , 44 , 45 , 46 ]. It was found that family support is a significant factor in the expectation of professional outcomes [ 47 , 48 ]. Studies show that the career decision-making process is positively affected by an increase in the level of social support perceived from parents [ 49 , 50 ]. Family support has a significant effect on overcoming occupational barriers as well as gender, ethnicity, and socio-economic status [ 51 , 52 ]. The influence of the family on the child is an undeniable fact. From the child’s development to character formation and career processes, the family is influential [ 53 , 54 , 55 ]. In light of the literature, we can consider that family influence is very effective on CDSE since the family transfer their knowledge and experiences, give financial support, teach their societal values, and give help during tough times in terms of career and other issues to their children.

Family influence has a positive effect on career decision-making self-efficacy.

Research shows that individuals’ career decision-making self-efficacy is mostly influenced by their families and academic satisfactions. Families are very influential in shaping their children’s interests and values, developing self-concepts, and giving positive and negative perspectives on professions [ 1 , 35 , 56 ]. In addition, academic satisfaction is another factor that impacts career decision-making self-efficacy, and experiences, skills, and competencies learned in school can preferably be turned into career decision self-efficacy. Career decisions of university students will be affected by the following experiences at school: The quality of the education they receive from the school, whether the education they receive meets their needs when they graduate, their perceptions about how the education at the school will affect their career, their satisfaction with the department and their sense of belonging, whether they have any hopes to find a job after graduation, and how satisfied they are with the applied vocational education they received from the school [ 27 , 34 , 57 , 58 , 59 ].

Academic satisfaction has a positive effect on career decision-making self-efficacy.

Baumrind et al. (2010) divided parental attitudes into democratic, authoritarian, and highly permissive. Democratic parents cause positive changes in high school adolescents’ career decisions [ 60 , 61 ]. According to Bi et al. (2018) [ 62 ], parental attitudes are divided into demandingness and responsiveness. With demands contrary to children’s self-perception, children are expected to do tasks that they cannot do or have difficulty doing. With responsiveness, the expectations of parents of their children are in line with their level and understanding. In this way, parents know and trust their children and believe they can do the task [ 63 , 64 ]. The attitudes of parents are related to their education level. Education levels of parents are effective in guiding children in every subject and making career decisions. In some countries in Europe, it was found that parents’ education also increases the education and career decision self-efficacy levels of their children [ 65 , 66 ]. Parents’ education affects their knowledge of the profession and life, their experiences, their horizons, and ultimately their decisions for themselves and their children. It is seen that well-educated families make an effort to prepare a better future for their children by taking advantage of this knowledge and experience [ 53 , 67 , 68 , 69 ]. Therefore, the influence of the family is expected to affect the child’s CDSE.

Parents’ education has a positive effect on career decision-making self-efficacy.

1.3. Family Influence and Academic Satisfaction on Career Decision Self-Efficacy and Happiness

Happiness has evolved into a multifaceted idea that has captured humanity’s interest, especially in psychology and philosophical sciences. Happiness has been psychologically divided into four essential dimensions. There is happiness based on life satisfaction, happiness based on common sense, happiness based on perceived desire satisfaction, and happiness based on enjoyment [ 70 ]. The important thing here is the effect of working life, namely career choice, on happiness [ 71 , 72 ].

Career selection is a dynamic process affected by a variety of value judgments, desires, and beliefs. Individuals select their careers based on factors such as their preferences in the profession, morals, and the level of satisfaction they would get, as well as their personal characteristics [ 73 , 74 ]. If individuals work in a suitable profession, it will inevitably provide physiological and psychological satisfaction [ 13 ]. However, if individuals have to work in an unsuitable profession due to not making the right decisions during the career choice process, psychological problems may arise in individuals and professional failure and inefficiency. Thus, the happiness levels of individuals will decrease in life. Additionally, modern life is shaped by the influence of family, friends, and career. However, family is the most fundamental factor among them and affects the others as well. In this sense, the positive effect of the family will allow children to make better decisions in terms of school, friends, and career processes and increase their happiness [ 75 , 76 , 77 , 78 , 79 ].

Family influence has a positive effect on happiness .

Reaching happiness is meaningful and valuable in most societies. It was observed that many individuals regard happiness as the primary goal, and that is why most people seek happiness [ 80 , 81 ]. Many branches of science have studied happiness and determined that happiness is affected by many factors, such as geographical location, social support, career, health, gender, and education. In a study by Dean and Gibbs [ 82 ], academically satisfied students were more optimistic about their careers and future, as academic satisfaction ensures that students’ positions in the labor market are guaranteed in some way. Furthermore, students with academic satisfaction will have a better place in society and a better chances in employment, increasing their happiness [ 83 , 84 , 85 , 86 , 87 , 88 , 89 ].

Academic satisfaction has a positive effect on happiness.

Education, in every way, is the most critical investment in people’s futures. Although individuals need to have a good education, their parents’ education also contributes to the future of both themselves and their children [ 90 , 91 , 92 , 93 ], as educated parents will try to make a positive contribution to their children’s lives in general and their education and professional life in particular. They will use their knowledge, experience, opportunities, and financial resources to enable their children to have a better future, job, career, and opportunities. Some parents have high expectations while supporting their children, causing some children to be more stressed and unhappy, while some are happier [ 94 , 95 , 96 ].

Parents’ education has a positive effect on happiness.

In the modern period, life revolves around careers. That is why individuals’ happiness is closely related to their careers. When examined from an individual perspective, factors affecting happiness are family and friends, income, working life, and education status in the modern world [ 97 , 98 , 99 , 100 , 101 ]. Therefore, happiness is affected by career choice and profession, and career choice is impacted by family influence, academic satisfaction, and parents’ education and income level. According to the literature, it is seen that family influence, academic satisfaction, parents’ education, family income, and students’ work experiences affect career decision self-efficacy (CDSE), and CDSE affects students’ happiness [ 65 , 66 , 102 , 103 , 104 ]. Therefore, there is a mediating effect of CDSE in the relationship between dependent variables and happiness. According to the literature, the following hypotheses were determined.

There is a positive mediating effect between family influence and happiness through career decision-making self-efficacy.

There is a positive mediating effect between academic satisfaction and happiness through career decision-making self-efficacy.

There is a positive mediating effect between parents’ education and happiness through career decision-making self-efficacy.

There is a positive mediating effect between income and happiness through career decision-making self-efficacy.

There is a positive mediating effect between type of work contract and happiness through career decision-making self-efficacy.

The intellectual capacity of parents has an essential place in the development process of children [ 105 , 106 ]. As explained above, when parents have a higher education level, this positively affects the academic and social development of children [ 90 , 91 , 92 , 93 , 107 , 108 ]. In this sense, there may be a moderation effect as the parents’ education level can be significant leverage in their children’s future. That is why we thought that parents’ education levels might have a moderating effect on the impact of the students’ family influence, the career decision-making competence of the students, and on the effect of academic satisfaction levels of the students on the happiness of students, as educated families are more knowledgeable, experienced, and competent in terms of life, education, professions, and career paths. In some cases, the high education level of the parents causes high expectations of the children. This situation shows a decrease in the happiness of some children who cannot meet these high expectations [ 41 , 95 ].

There is a moderating effect of parents’ education between CDSE and happiness.

There is a moderating effect of parents’ education between FIS and happiness.

There is a moderating effect of parents’ education between academic satisfaction and happiness.

To test these hypotheses, direct analyses were made between family influence, academic satisfaction, and career decision-making self-efficacy and happiness scales at the first stage. Afterward, direct effects were analyzed between five independent variables and the career decision-making self-efficacy and happiness. Finally, it was examined whether career decision-making self-efficacy has a mediating role between family influence, academic satisfaction, income level, type of work contract, parents’ education, and happiness, as shown in Figure 1 .

Research conceptual model.

2.1. Study Design, Participants, and Procedure

We aimed to examine the effect of family influence, academic satisfaction, family income, parents’ education, and the type of work contract on the career decision-making self-efficacy and happiness of university students. When the studies in the literature were examined, we noticed that there is a need for studies related to environmental factors. Examining the family influence on academic satisfaction, which are the most critical environmental factors that affect an individual’s career decision self-efficacy, and also the impact on the happiness of individuals within the scope of the study, is essential.

The study design was cross-sectional, and a convenience sampling procedure was employed [ 109 ]. In order to detect if a common factor biased the results, we used Harman’s single factor test, and the score was less than 50% [ 110 ]. Therefore, common method bias does not affect the data and results. This study aimed to analyze the findings after establishing the relationship and impact rather than generalizing them.

The field study was carried out in different departments of universities in Istanbul using an online questionnaire. In the research group of the study, 1130 university students were determined by a simple random sampling method and participated voluntarily. Between 15 January and 25 February 2020, the survey was performed. Before completing the questionnaire, participants were briefed about the study’s methodology and objectives. Additionally, participants’ consent was taken prior to being asked to answer. The participants’ identifying details remained unknown since they were not requested. A necessary technical arrangement was made to ensure that the questions were answered only once. Participants were free to respond whenever they wanted. We maintained the data’s confidentiality and privacy. The research was carried out adhering to the Helsinki Declaration guidelines.

2.2. Data Analyses

After data collection through an online survey program, they were exported to MS Excel for cleaning and then imported into IBM SPSS 25 (IBM, Armonk, NY, USA). For demographics, the frequencies, averages, and standard deviations were determined by descriptive methods. After the factor analysis of all measures to ensure construct validity, correlations and regressions were performed. To perform multiple regression analysis, family influence, academic satisfaction, family income, parents’ education, and the type of work contract were defined as independent variables, happiness as the dependent variable, and career decision-making self-efficacy as a mediator variable in accordance with Figure 1 . SPSS 22 for direct analysis and PROCESS Macro for SPSS (Model 4 and 15) software [ 111 ] for mediation and moderation analysis were used. To graph moderation effects and two-way interactions, a simple slope test was performed. The level of statistical significance was set at α > 95%.

2.3. Measures

2.3.1. sociodemographic characteristics.

Sociodemographic characteristics were asked for in the personal information form included in the study’s questionnaire. There were questions about university students’ gender, age, school types, departments, grade levels, education levels of their mothers and fathers, working status of their mothers and fathers, perception of socio-economic status, profession, and employment perceptions for their future. The questions about parents’ education were averaged by computing a single variable. Additionally, two dichotomous variables were generated for the type of work contract question to understand different groups’ feelings. For this purpose, full-time working students (coded 1) and others (coded 0), and part-time working students (coded 1) and others (coded 0) were re-evaluated.

2.3.2. Family Influence Scale

The family influence scale in career development is a measurement tool developed to measure the family’s impact on the career development of individuals and is based on information about individuals. It was developed by [ 112 ] and adapted to Turkish culture by Akın et al. (2012) [ 113 ]. The scale, which consists of 22 items, includes statements such as “My family expects my profession to be in line with family values/beliefs” and “It is difficult for my family to support my professional decisions financially”. The scale includes a six-point Likert-type scale ranging from (1) Never Disagree (6) to Agree Fully. The total score for the scale is calculated. The higher the score, the higher the family influence on career development. The one-dimensional Cronbach’s alpha coefficient of the present study was determined as 0.851.

2.3.3. Academic Satisfaction

Academic satisfaction was measured with four items that reflect the importance of academic satisfaction from the university department. The questions included “Are you happy with your department?”, “Will your department support finding a job?”, “How will your department contribute to your career?”, and “How appropriate is the knowledge you received in the department?”. A 5-point Likert-type scale was used, and a higher score means higher academic satisfaction. In factor analysis, the KMO value was found to be 0.771, and factor loads were found to be between 0.644 and 0.836. The explained variance of the factor was 64.132%. We found a one-dimensional factor which described academic satisfaction. The one-dimensional Cronbach’s alpha coefficient of the present study was determined as 0.809.

2.3.4. Career Decision-Making Self-Efficacy Scale

The career decision-making self-efficacy (CDSE) scale was developed by Ulaş and Yıldırım (2016) in Turkey and consists of 45 items. The scale has a five-point Likert-type rating [ 114 ]. The total score that can be obtained from the scale is between 45 and 225. A high score obtained from the scale shows that university students have high career decision-making self-efficacy, and therefore they consider themselves capable of making career decisions. The one-dimensional Cronbach’s alpha coefficient of the present study was determined as 0.974.

2.3.5. Happiness Scale

The happiness scale was developed by Demirci and Ekşi [ 115 ], consists of 6 items and one dimension, and there are no reverse coded questions. As a result of the factor analysis conducted to evaluate the happiness scale’s construct validity, which is a 5-point Likert-type scale, it was found that the scale has a one-dimensional structure with an eigenvalue of 3.248 and consists of 6 items explaining 54.129% of the total variance. The factor loads of the items in the scale range between 0.59 and 0.78. The Cronbach’s alpha internal consistency coefficient of the scale was calculated as 0.83. The test–retest reliability coefficient obtained by re-applying the scale to 62 participants with a difference of three weeks was found to be 0.73. The one-dimensional Cronbach’s Alpha coefficient of the present study was determined as 0.901.

3.1. Descriptive Analyses

As seen in Table 1 , 61.8% of the participants were women, 38.2% were men, and their average age was 21.97. It was understood that 52.8% of the students’ mothers were elementary graduates, 17.7% were middle school graduates, 19% were high school graduates, 9.4% were university graduates, and 1.1% were master’s or Ph.D. graduates. Additionally, we found that 33.5% of the students’ fathers were elementary graduates, 21.2% middle school graduates, 25.3% high school graduates, 17.3% university graduates, and 2.7% master’s or Ph.D. graduates. The average income level of students’ families was 4822.22. Of the students, 20.8% had a part-time working contract, and 5.8% had a full-time contract, whereas 73.5% of participants had no working contract, as seen in Table 1 .

Descriptive statistics.

3.2. Correlation Analysis

Table 2 shows the means, standard deviations, and correlations of the scales with each other. The parents’ education variable was found to be positively associated with family influence ( r = 0.201, p < 0.01), academic satisfaction ( r = 0.129, p < 0.01), and with career decision self-efficacy ( r = 0. 074, p < 0.05). The family influence variable was positively related to academic satisfaction ( r = 0.146, p < 0.01), career decision self-efficacy ( r = 0.284, p < 0.01), and to happiness ( r = 0.325, p < 0.01). The academic satisfaction variable was positively correlated with career decision self-efficacy ( r = 0.437, p < 0.01), and with happiness ( r = 0.292, p < 0.01). The career decision self-efficacy variable was positively associated with happiness ( r = 0.385, p < 0.01), as shown in Table 2 .

Means, standard deviations, and correlations.

** p < 0.01, * p < 0.05.

3.3. Regression Analysis

In order to test some of our hypotheses, multiple regression analysis was performed between dependent variables and independent variables in three different models. In Model 1, age ( R = 0.02, p < 001), part-time working ( R = 0.13, p < 01), full-time working ( R = 0.37, p < 001), family influence ( R = 0.19, p < 001), and academic satisfaction had positive effects ( R = 0.32, p < 001) on career decision self-efficacy (CDSE). In Model 2, gender ( R = 0.23, p < 001), age ( R = 0.02, p < 05), part-time working ( R = 0.15, p < 05), family influence ( R = 0.30, p < 001), academic satisfaction ( R = 0.26, p < 001), and the interaction variable had positive (FIS X Parents’ Edu.) effects on happiness. According to Model 3 in Table 3 , the impact of gender was positive ( R = 0.25, p < 001), income was positive ( R = 0.09, p < 001), parents’ education was negative ( R = −0.09, p < 001), family influence was positive ( R = 0.24, p < 001), academic satisfaction was positive ( R = 0.15, p < 001), CDSE was positive ( R = 0.33, p < 001), and the interaction variable (CDSE X Parents’ Edu.) was negative ( R = −0.05, p < 05) on happiness. According to these results, hypotheses H1, H2, H4, H5, H6 were accepted, whereas hypothesis H3 was rejected.

Main effects on dependent variables.

CDSE = Career Decision Self-Efficacy, FIS = Family Influence Scale, ACSAT = Academic Satisfaction.

3.4. Mediation Analysis

In our model illustrated in Figure 1 , the mediating effect of CDSE on the impact of independent variables such as family influence, family income, academic satisfaction, type of work contract, and parents’ education on happiness was assumed. According to this model, direct regression analyses were performed between the independent, mediator, and dependent variables shown in Table 3 . The SPSS Process Macro plugin was used to detect the indirect effect. According to the indirect regression effects shown in Table 4 , it was seen that family influence and academic satisfaction maintained their effect on the dependent variable happiness through CDSE as a mediator. CDSE had a partially positive and significant effect as a mediator on the effect of family influence on happiness (γ = 0,0595, SE = 0,0127, 95% GA (0,0367, 0,0864)). CDSE had a partially positive and significant effect as a mediator on the effect of academic satisfaction on happiness (γ = 0,1118, SE = 0,0166, 95% GA (0,0798, 0,1457)). Additionally, it was seen that part-time working and full-time working did not maintain their effect on the dependent variable happiness through CDSE as a mediator. CDSE had a fully positive and significant effect as a mediator on the effect of part-time working on happiness (γ = 0,0416, SE = 0,0159, 95% CI (0,0131, 0,0756)). CDSE had a fully positive and significant effect as a mediator on the effect of full-time working on happiness (γ = 0,1214, SE = 0,0351, 95% CI (0,0555, 0,1915)). According to these values, it was understood that H7 and H8 that we predicted in our study were partly confirmed. Hypotheses H9 and H10 were rejected, whereas H11 was fully accepted.

Total, direct, and indirect regression analysis on happiness.

CDSE = Career Decision Self-Efficacy.

3.5. Moderation Analysis

We tested moderation analyses in our model, as shown in Figure 1 . Accordingly, to test the moderation impact of parents’ education, an interaction variable was generated between parents’ education and related academic satisfaction, family influence, and career decision self-efficacy variables. As a result of regression analyses in Model 2 and Model 3 in Table 3 , the interaction effect of family influence and parents’ education on happiness (FIS X Parents’ Edu.) was not significant ( B = 0.02, p > 0.05). However, two different interaction variables, which consisted of academic satisfaction (ACSAT X Parents’ Edu.) and career decision self-efficacy (CDSE X Parents’ Edu.), were found to be significant on happiness ( B = −0.06, B = −0.05, p < 0.05, respectively). According to these moderation results, H12 was rejected, whereas H13 and H14 were accepted.

The graphs of the moderation analysis are shown in Figure 2 . Figure 2 a shows that as the ACSAT levels of children of parents with high education levels rise, their happiness level falls lower than that of children of parents with low education levels. According to Figure 2 b, it was seen that as the CDSE levels of the children of parents with high education levels increase, their happiness levels become lower than the happiness levels of the children of parents with low education levels.

Moderation effect of parents’ education on the impact of ACSAT ( a ) and CDSE ( b ) on happiness.

We conducted ad hoc analysis to see the moderation effects of the education levels of the mother and father separately. It was understood that only the education levels of the mothers had a statistically significant moderating impact. In Figure 3 a, it is seen that as the ACSAT of those whose mothers have high education levels increases, their CDSE levels increase more than those whose mothers have low education levels ( B = 0.094, p < 0.05). In addition, as shown in Figure 3 b, it was seen that as the CDSE of those whose mothers have low education level increases, their happiness levels increase more than those whose mothers have a high education level ( B = −0.188, p < 0.05).

Moderation effect of mothers’ education on the impact of ACSAT ( a ) and CDSE ( b ) on happiness and CDSE (ad hoc analyses).

4. Discussion

Career decision making is a required phase for individuals who are studying at a high school or a university. Career decisions will have an intense negative or positive effect until the end of individuals’ lives. However, the career process is also a burden for young people who are already under stress. That is why they need support from their social mechanisms such as family, school, and working life. In this study, we aimed to find the predictors of CDSE such as demographic variables, family influence, and academic satisfaction and, finally, their impact on the happiness of individuals. The study was based on the ecological concept, which was developed by Bronfenbrenner (1980). According to the results, hypotheses H1, H2, H4, H5, H6, H7, H8, H11, H13, and H14 were accepted, whereas H3, H9, H10, and H12 were rejected.

4.1. Effects on Career Decision Self-Efficacy

Family influence is one of the most crucial mechanisms during career decisions. We found a significant positive relationship between family influence and CDSE. Most of the literature considers family as a coping mechanism during career decisions, and family influence has a positive association with CDSE [ 30 , 33 , 42 , 116 ]. Parents’ attitudes towards essential decisions of their children enable children to perceive their support and overcome the challenges during the process. Trying to provide support without any coercion can contribute to children’s correct career decisions.

Another factor affecting CDSE is academic satisfaction, which was found to be positively significant in our study. Academic satisfaction is another aspect that influences CDSE, and experiences, abilities, and competencies acquired in school are ideally integrated into CDSE. The finding of academic satisfaction being associated with CDSE is consistent with the current literature [ 20 , 25 , 27 , 37 , 103 , 117 ]. Academic experiences are crucial not only for the career process and CDSE but also for the entire life course since they empower individuals to make decisions and cope with challenges.

We found that parents’ education has less than moderate ( r = 0.074, p < 0.05) positive and significant correlation with CDSE, which is consistent with the literature [ 41 , 61 , 118 ]. Additionally, parents’ education was positively correlated with the academic satisfaction of their children. Therefore, we assumed that parents’ education level has a positive effect on CDSE, but the findings were not significant for the impact. However, when we carried out an ad hoc analysis about the moderation impact of mothers’ education on the association of academic satisfaction and CDSE, we found a significant positive effect. Accordingly, for those children who have mothers with high-level education, as academic satisfaction increases, their CDSE improves more than those who have mothers with low-level education. In a studies conducted by Pappas and Kounenou (2011) and Hsieh and Huang (2014) [ 119 , 120 ], similar results were found for both groups of mothers. In another ad hoc analysis, for the moderation of the impact of mothers’ education on the association of CDSE and happiness, we found a significant negative effect. Of children who have mothers with low-level education, as their CDSE increases, their happiness improves more than those who have mothers with high-level education.

4.2. Effects on Happiness

Many factors influence happiness, including geographical position, social support from family, occupation, health, gender, and education. Family influence was positively associated with happiness and had a positive impact on happiness. In the literature, there are similar results which show linkages between family influence and happiness [ 1 , 35 , 56 ]. Families have a large influence on their children’s preferences and beliefs, as well as on establishing self-concepts and providing positive and negative viewpoints on careers. Additionally, academic satisfaction was positively related to happiness which is consistent with the related literature [ 37 , 104 , 117 , 121 ]. Academic satisfaction has the power to directly affect happiness, as the contribution of academia to a person’s life will last for a lifetime.

Even though parents’ education was not associated with happiness, it negatively impacted happiness because of the other independent and control variables. Parents’ education and income are important parts of families’ socio-economic status, and both of them had a significant impact on happiness, which is consistent with the current literature [ 61 , 118 , 119 , 122 ]. In our study, the effect of parents’ education on happiness was negative, whereas income was positive. Highly educated parents may lead to higher expectations for and burdens on their children and thus decrease children’s happiness. However, children of high-income families may have more opportunities and thus increase their happiness.

4.3. Mediation Effects

We discovered partially significant mediating effects between family influence and happiness and between academic satisfaction and happiness through career decision-making self-efficacy. Through CDSE, the indirect effects of family influence and academic satisfaction on happiness were positive and meaningful. Nonetheless, there were no significant improvements in the direct outcomes of family influence and academic satisfaction on happiness. As a result, the mediating effect was statistically significant in part. We revealed that as the participants’ family support and influence increased during the career choice process, so did their self-efficacy in making career decisions and happiness. This outcome was found to be compatible with the literature [ 41 , 48 , 118 ]. According to studies, family influence and support benefit the job process and increase satisfaction from work and life. There were, however, no significant mediating effects between parents’ education and happiness, and between income and happiness, through career decision-making self-efficacy. Since there were no meaningful direct impacts of parents’ education and income on the mediator variable CDSE, indirect effects on happiness were not observed.

Through the CDSE of students, we discovered meaningful mediating impacts between part-time working, full-time working, and happiness. After examining the indirect relationship between part-time working, full-time working, and happiness through CDSE, the direct relationships between part-time working, full-time working, and happiness were found to be insignificant. As a result, the effects of CDSE’s mediating results between the type of work contract and happiness were fully significant. Accordingly, students working either part-time or full-time during their university years increase their CDSE levels and their happiness afterward. Studies found the working of students was associated with their CDSE [ 123 , 124 , 125 ]. Today, the most crucial problem for university students when finding a job after graduation is a lack of working experience. Therefore, the effect of students’ working will have a positive effect on both CDSE and happiness, which will help them to find employment after graduation.

4.4. Moderation Effects

We found moderation impacts of parents’ education between independent and dependent variables. According to the results, as the ACSAT levels of children of parents with high education levels rise, their happiness level falls lower than that of children of parents with low education levels. Additionally, as CDSE levels of the children of parents with high education levels increase, their happiness levels become lower than the happiness levels of the children of parents with low education levels. It was found that when the CDSE and ACSAT status of the children of families with low education levels increase, their happiness levels increase more than the other group. The children of families with a low level of education have to give more importance to their education and consequently their career processes; hence, their control in the process and, therefore, happiness are higher. However, we found a significant difference in the moderating of mothers’ education between ACSAT and CDSE. Thus, as highly educated mothers’ children’s ACSAT increased, the children’s CDSE improved more than mothers with a low level of education.

5. Limitations of the Study

Since the study was conducted only with the students of certain departments in universities in Istanbul and at a certain time, the results cannot be generalized to a different time or throughout the country. Additionally, conducting the study only online prevented observing the reactions of the participants. The study was conducted only with university students. However, doing similar studies with high school students and university graduates will make the career decision process more understandable. Another limitation is the cross-sectional design of the study and the fact that it was conducted only with students. For these reasons, the present results in the article cannot be generalized. Therefore, new research needs to be carried out with different groups and methods at other times.

6. Conclusions and Some Implications

With this study, we tried to find out the factors that affect the career decision self-efficacy of university students and, ultimately, their happiness. The study was conducted with 1130 students at different universities in Istanbul and was designed as cross-sectional, and a convenience sampling procedure was employed. As people are bio-psycho-social beings, both individual attributes and the social environment affect the career process. For this purpose, relationships with family income, family influence, parents’ education, academic satisfaction, and the type of work contract were examined in our study. It was found that family influence, academic satisfaction, parents’ education level, and working experiences significantly affected career decision self-efficacy and happiness. It was also found that career decision self-efficacy had a mediating effect and parents’ education had a moderating effect between dependent variables and happiness. We discovered that family influence and academic satisfaction positively impact students’ career decision self-efficacy and happiness. The most striking finding is that part-time and full-time students have higher career decision self-efficacies than non-working students and the full mediating effect of CDSE on the impact of their work experience on their happiness. However, there was no evidence of a mediating influence of CDSE on the correlation between family income, parental education, and happiness.

For this reason, families should be informed and educated about support in children’s career processes. Considering the positive effect of family influence and support and the contribution of the education process on career decision self-efficacy, policymakers should do holistic planning that includes families, schools, neighborhoods, and children starting from primary school up to university. Training that will enable families to become more informed about their children’s career processes and support their children’s choices in accordance with their personalities should be provided. Especially during the university education of young people, policies should be strengthened to increase the application opportunities within universities and provide opportunities to work in the market in accordance with their education. Thus, they will combine theory and practice and have sufficient knowledge of the labor markets they can use after graduation. In this way, with an understanding that will put children and their future at the center, it will be ensured that children will learn and make more appropriate career decisions themselves.

Author Contributions

Conceptualization, O.K. and A.E.; methodology, O.K.; formal analysis, O.K.; investigation, N.A.; resources, O.K.; data curation, O.K. and A.E.; writing—original draft preparation, O.K.; writing—review and editing, O.K., S.S.E. and M.S.; administration, O.K.; final revision, M.Z.Y., N.A., S.S.E., A.E. and M.S. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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October 15, 2012

How do you motivate your family?

The longest conversation you had with your teen recently was entirely through texting. Maybe you wish your youngest would turn off the video games and go outside to play with friends. Perhaps fries are among the only vegetables your kids willingly eat.

Whatever it is, you realize you've had enough and you want to make a change. But, how do you help your kids change their habits without seeming like you're nagging them (yet again)?

"Start by doing a bit of housekeeping," said Shilagh Mirgain , PhD, health psychologist with UW Health's Sports Medicine program. Mirgain recommends asking yourself questions like:

Are your food choices primarily healthy ones?

Do you turn to the TV as a way to "decompress' from the day?

Are you constantly checking email and reading messages on your phone or tablet?

Are you being as healthy as possible?

"We can only control ourselves," she said. "So if you're wanting to make changes within the family structure start by making those changes yourself."

Try encouraging the whole family to go for a walk after dinner. Create a "technology time-out" where everyone turns their smart phones, computers, games, tablets and televisions off for a period of time each day. Rearrange schedules and say "no" to requests in order to create family meal time a few times each week.

"Keep the focus on the family and what the family can do," said Mirgain. Singling out your child (or even your spouse) is a recipe for disaster.

"Focusing on what the child isn't doing, or reminding him or her to do certain things really puts the focus on what is not being done — he's not eating healthy, she's not exercising — and that can be very defeating," said Mirgain.

It can also lead to a power struggle. But, if parents help celebrate, acknowledge and even reward successes, no matter how small, it can set the stage for further change.

"Build on what's going well and brainstorm together for how to continue the momentum," said Mirgain.

Working together as a family and having fun can be rewarding for everyone. Preparing a meal together, going for hikes, taking a trip to the local farmer's market can be enjoyable experiences together and engage kids in activities without making it seem like a chore.

Also, help set the stage by bringing healthy foods into the home and eating in routinely. It's hard to tell a child to eat healthy foods when the kitchen cupboards are filled with treats.

It's also important to remember that change doesn't happen overnight. But, keeping it fun and keeping the focus on the family can help make sure it's a positive experience for everyone.

Home — Essay Samples — Psychology — Personality Psychology — Motivation

Essays on Motivation

🌟 the importance of writing a motivation essay 📝.

Motivation is like that extra sprinkle of magic dust that gives us the boost we need to achieve our goals and dreams ✨✨. It's the driving force behind our actions and the fuel that keeps us going when things get tough. Writing an essay about motivation allows us to delve deeper into this fascinating topic and explore its various aspects. So, why not grab your pen (or keyboard) and let's dive into the world of motivation! 💪📚

🔍 Choosing the Perfect Motivation Essay Topic 🤔

When it comes to choosing a topic for your motivation essay, there are a few things to consider. First, think about what aspect of motivation you find most intriguing. Is it personal motivation, motivation in the workplace, or maybe the psychology behind motivation? Once you have a general idea, narrow it down further to a specific angle that interests you the most.

💡 Motivation Argumentative Essay 💪📝

An argumentative essay on motivation requires you to take a stance and provide evidence to support your viewpoint. Here are ten exciting topics to get those creative juices flowing:

• The role of intrinsic motivation in academic success
• The impact of extrinsic rewards on employee motivation
• Does social media affect motivation levels in teenagers?
• The connection between motivation and self-esteem
• How does motivation differ between genders?
• The influence of music on motivation levels
• Does money truly motivate people in the workplace?
• The effects of positive reinforcement on motivation
• The link between motivation and mental health
• How does goal-setting impact motivation?

🌪️ Motivation Cause and Effect Essay 📝

In a cause and effect essay, you explore the reasons behind certain motivations and their outcomes. Here are ten thought-provoking topics to consider:

• The causes and effects of procrastination on motivation
• How does a lack of motivation impact academic performance?
• The relationship between motivation and success in sports
• The effects of parental motivation on children's achievements
• How does motivation affect mental well-being?
• The causes and effects of burnout on motivation levels
• The impact of motivation on work-life balance
• How does motivation affect creativity and innovation?
• The causes and effects of peer pressure on motivation
• The relationship between motivation and goal attainment

💬 Motivation Opinion Essay 💭📝

In an opinion essay, you express your personal thoughts and beliefs about motivation. Here are ten intriguing topics to spark your imagination:

• Is self-motivation more effective than external motivation?
• Are rewards a necessary form of motivation?
• Should schools focus more on intrinsic motivation?
• The role of motivation in achieving work-life balance
• Is motivation a learned behavior or innate?
• The impact of motivation on personal growth and development
• Does motivation play a significant role in overcoming obstacles?
• Is fear an effective motivator?
• The role of motivation in maintaining a healthy lifestyle
• Can motivation be sustained in the long term?

📚 Motivation Informative Essay 🧠📝

An informative essay on motivation aims to educate and provide valuable insights. Here are ten fascinating topics to explore:

• The psychology behind motivation and its theories
• How to stay motivated in challenging times
• The impact of motivation on personal and professional success
• Motivation techniques for achieving fitness goals
• The role of motivation in leadership and management
• Motivation in the context of mental health and well-being
• The history of motivation research and key figures
• Motivation strategies for students and educators
• Motivation and its connection to creativity and innovation
• Motivation in different cultural and societal contexts

📜 Thesis Statement Examples 📜

Here are a few thesis statement examples to inspire your motivation essay:

• 1. "Motivation, whether intrinsic or extrinsic, plays a pivotal role in driving individuals towards achieving their goals and aspirations."
• 2. "This essay explores the multifaceted nature of motivation, examining its psychological underpinnings, societal influences, and practical applications."
• 3. "In a world filled with challenges and opportunities, understanding the mechanisms of motivation empowers individuals to overcome obstacles and reach new heights of success."

📝 Introduction Paragraph Examples 📝

Here are some introduction paragraph examples for your motivation essay:

• 1. "Motivation is the driving force behind human actions, the invisible hand that propels us toward our goals. It is the spark that ignites the fire of determination within us, pushing us to overcome obstacles and realize our dreams."
• 2. "In a world where challenges often outnumber opportunities, motivation serves as the compass guiding us through life's intricate maze. It is the unwavering belief in our abilities and the fuel that keeps our ambitions burning bright."
• 3. "Picture a world without motivation—a world where dreams remain unfulfilled, talents remain hidden, and aspirations remain dormant. Fortunately, we do not live in such a world, and this essay delves into the profound impact of motivation on human lives."

🔚 Conclusion Paragraph Examples 📝

Here are some conclusion paragraph examples for your motivation essay:

• 1. "As we conclude this journey through the realm of motivation, let us remember that it is the driving force behind our accomplishments, the cornerstone of our achievements. With unwavering motivation, we can surmount any obstacle and turn our aspirations into reality."
• 2. "In the grand tapestry of human existence, motivation weaves the threads of determination, perseverance, and success. This essay's culmination serves as a testament to the enduring power of motivation and its ability to shape our destinies."
• 3. "As we bid farewell to this exploration of motivation, let us carry forward the knowledge that motivation is not just a concept but a potent force that propels us toward greatness. With motivation as our guide, we can continue to chase our dreams and conquer new horizons."

The Puzzle of Motivation Analysis

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Motivation and Its Various Types

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Learning Styles and Motivation Reflection 

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Motivation is what explains why people or animals initiate, continue or terminate a certain behavior at a particular time. Motivational states are commonly understood as forces acting within the agent that create a disposition to engage in goal-directed behavior.

There are four main tyoes of motivation: Intrinsic, extrinsic, unconscious, and conscious.

Theories articulating the content of motivation: Maslow's hierarchy of needs, Herzberg's two-factor theory, Alderfer's ERG theory, Self-Determination Theory, Drive theory.

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8.1 Family Motivation: Value of Work and Education

Family motivation: value of work and education.

Consistent with a family resilience framework (Walsh, 2006), the value of family provides a powerful motivation among immigrants to work hard and gain education. A sense of family identity can provide a sense of belonging and social identity (Fuligni, 2011). Furthermore, family identity promotes eudamonic well-being in minority populations, a sense of purpose, motivation, and meaning (Fuligni, 2011). For example, one young woman from a refugee family explains how her mother instilled the value of family identity to provide a compass for navigating her life:

Family often provides motivation to immigrate. In one study, Latino/a immigrants cited their desire to be reunited with families as a motivator for immigration (Campbell, 2008). Other reasons for leaving their home country have included dreams of an education and future for their children, a need to protect children from violence, and a desire to achieve financial stability in order to provide the family with basic necessities (Solheim, Rojas-García, Olson, & Zuiker, 2012). This section reviews immigrant and refugee families’ motivation to work hard and provide education for their children.

Value of Work

Across the literature, there is evidence that immigrant families emphasize the value of working hard to support their families. The opportunity to work hard in order to support the family has not only been cited as a reason for immigrating to the United States, but qualitative studies have also illustrated immigrants’ feelings of cultural pride in giving their best for their loved ones (Parra-Cardona, Bulock, Imiq, Villarruel, & Gold, 2006; Solheim et al., 2012). Immigrant families described enduring an anti-immigration environment in their country of destination because of economic opportunities and the possibility of upward social mobility for their loved ones (Valdez, Lewis Valentine, & Padilla, 2013). In another study of migrant workers, the demands of long hours and challenging schedules were noted, but the opportunity to work and be independent was highly valued (Parra-Cardona et al., 2006). In comparison to previous experiences in their home country, participants expressed satisfaction in having an income that was adequate for basic necessities. Imagining a better future was described as a coping strategy for immigrant participants (Parra-Cardona et al., 2008).

Mural to honor migrant workers at the Gundlach-Bundschu winery.

Chris deRham – honoring the vineyard workers – CC BY-NC-ND 2.0.

Data from the Census Bureau’s American Community Survey suggest that work patterns among immigrant fathers differ by level of language fluency. Among immigrant fathers in English fluent families, 95% to 96% worked to support their families, a level comparable to United States-born families (Hernandez et al., 2012). Among those who were English language learners, more than 85% of fathers worked to support their families. Exceptions were found in Southeast Asian, Armenian, and Iraqi refugee families where rates were between 70-84%. This may be because refugee families from these conflict-ridden parts of the world are likely to have suffered more traumatic events and therefore may experience greater functioning and work-related barriers (See also Chapter 5 ).

Hernandez et al., (2012) found that the majority of immigrant families in their study also had a mother who contributed to the family finances. Campbell (2008) illustrated the pride that immigrant women took in their jobs, even if they were low paying. Several women demonstrated an entrepreneurial spirit, running businesses based on traditional roles of women (baking, sewing, etc.). The motivations for these efforts were often framed as dedication to the welfare of their families, and obstacles were seen as challenges to be overcome rather than insurmountable barriers. In another qualitative study, one woman shared her pride in balancing work and family as she obtained her GED, found a new job, built a new home with her spouse, and supported her children’s education (Parra-Cardona et al., 2006). Women also supported their spouses and took pride in their work ethic and sacrifices. One woman in Parra-Cardona et al.’s (2006) study noted that she was proud of her husband for getting a promotion in a factory for $9/hour; she was proud that his 70 hour work weeks and sacrifices over the years were recognized (Parra-Cardona et al., 2006).

Children are a source of inspiration as immigrants work hard to face challenges and adversity (Ayón & Naddy, 2013; Valdez et al., 2013; Walsh, 2006). Qualitative research emphasized that well-being of children was a priority among immigrant workers, and being a good parent was their “central life commitment,” even a sacred responsibility (Parra-Cardona et al., 2008). These sentiments were illustrated when immigrant parents expressed desire to cover basic needs of their families without spending excessive time away from family. In another study, Southeast Asian adolescents, the majority of whom were children of immigrants, recognized that their parents shared affection by trying to provide for them (Xiong, Detzner, & Cleveland, 2004). They saw that their parents wanted them to do better than they had, sharing that their parents’ low paying jobs served as motivation to do better.

Ruben Parra-Cardona , Ph.D., LMFT discusses employment and parenting (14:13-14:52).

Paul Orieny , Sr. Clinical Advisor for Mental Health, The Center for Victims of Torture (CVT), discusses the education and employment success of immigrants.

Value of Education

Research has also emphasized how much immigrant parents value education for their children. In a qualitative study of Mexican American undocumented women in South Carolina, mothers were unanimous in their desire for children’s educational success (Campbell, 2008). As parents, they had given up life in Mexico for the sake of their children’s education. Many of these mothers invested in their own education to become better parents and to model the importance of education for their children (Campbell, 2008). In a longitudinal study, immigrant children of diverse backgrounds were found to have higher GPAs on average if their parents had listed education as reason for immigrating, which suggests that parents’ motivations may have an impact on their children (Hagelskamp, Suarez-Orozco, & Hughes, 2010). Planning for children’s education was found to be a source of life satisfaction for immigrant migrant parents (Parra-Cardona et al., 2006).

In spite of early disadvantages, first-generation immigrant adolescents appear to have an advantage over second-generation or third-generation children of immigrants, an often cited example of the immigrant paradox. Using data from the Educational Longitudinal Study, Pong and Zeiser (2012) found first-generation immigrant students in 10th grade had higher GPAs and more positive attitudes toward school than subsequent generations. These tendencies held true across race/ethnicity including White, Latino/a 1 , Black, and Asian immigrant children. Family influences may help account for these results as evidence connects immigrant and refugee parents’ aspirations to children’s academic outcomes. For example, Pong and Zeiser (2012) also found that parents’ expectations were related to 10th grade math results. For Hmong men, having greater family conflict is linked to being more likely to complete the first year of college. In families like these, family conflict may reflect the parents’ investment in their child’s academic lives (Lee, Jung, Su, Tran, & Bahrassa, 2009). Portes and Fernandez-Kelly (2008) discussed the strict parenting practices in immigrant families that are often at odds with the parenting styles of the majority population. They concluded, “While such rearing practices will be surely frowned upon by many educational psychologists, they have the effect of protecting children from the perils of street life in their immediate surroundings and of keeping them in touch with their cultural roots” (p. 8).

Value of a Second Language

Although the challenge of learning English is great, studies have found that the ability to speak a second language represents advantages for many children in immigrant families. Children in families who promote learning in two languages benefit in academic achievements, cognitive gains, self-esteem, and family cohesion (Espinosa, 2008; Han, 2012). However, the importance of mastering English must be stressed. In a sample of Latino/a and Asian children, Han (2012) found that bilingual children dominant in the English language performed at an academic level similar to White monolingual children, controlling for other factors, while bilingual children who were not dominant in English or did not speak two languages performed at lower levels. In addition, first and second generation bilingual children performed better than third generation bilingual students providing further evidence for an immigrant paradox. Although it can be a stressful obligation, children of immigrants often express pride in their bi-lingual abilities and in being able to translate for their parents (Kasinitz, Mollenkopf, Waters, & Holdaway, 2008). In addition, speaking one’s native language allows children in immigrant and refugee families to connect with extended family members and ties them to their ethnic heritage (Costigan & Koryzma, 2011; Nesteruk & Marks, 2009). Espinosa (2008) advocated promoting rich language experiences in one’s native language during the first three years of life and then adding second language after the age of 3.

1 The term Latino/a is used throughout this chapter, though some original studies used the term Hispanic.

Immigrant and Refugee Families, 2nd Ed. Copyright © 2019 by Jaime Ballard, Elizabeth Wieling, Catherine Solheim, and Lekie Dwanyen is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Motivation: The Driving Force Behind Our Actions

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

Verywell / Emily Roberts 

• Improvement

The term motivation describes why a person does something. It is the driving force behind human actions. Motivation is the process that initiates, guides, and maintains goal-oriented behaviors.

For instance, motivation is what helps you lose extra weight, or pushes you to get that promotion at work. In short, motivation causes you to act in a way that gets you closer to your goals. Motivation includes the biological , emotional , social , and cognitive forces that activate human behavior.

Motivation also involves factors that direct and maintain goal-directed actions. Although, such motives are rarely directly observable. As a result, we must often infer the reasons why people do the things that they do based on observable behaviors.

Learn the types of motivation that exist and how we use them in our everyday lives. And if it feels like you've lost your motivation, do not worry. There are many ways to develop or improve your self-motivation levels.

Press Play for Advice on Motivation

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares an exercise you can use to help you perform your best. Click below to listen now.

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What Are the Types of Motivation?

The two main types of motivation are frequently described as being either extrinsic or intrinsic.

• Extrinsic motivation arises from outside of the individual and often involves external rewards such as trophies, money, social recognition, or praise.
• Intrinsic motivation is internal and arises from within the individual, such as doing a complicated crossword puzzle purely for the gratification of solving a problem.

A Third Type of Motivation?

Some research suggests that there is a third type of motivation: family motivation. An example of this type is going to work when you are not motivated to do so internally (no intrinsic motivation), but because it is a means to support your family financially.

Why Motivation Is Important

Motivation serves as a guiding force for all human behavior. So, understanding how motivation works and the factors that may impact it can be important for several reasons.

Understanding motivation can:

• Increase your efficiency as you work toward your goals
• Drive you to take action
• Encourage you to engage in health-oriented behaviors
• Help you avoid unhealthy or maladaptive behaviors, such as risk-taking and addiction
• Help you feel more in control of your life
• Improve your overall well-being and happiness

Click Play to Learn More About Motivation

This video has been medically reviewed by John C. Umhau, MD, MPH, CPE .

What Are the 3 Components of Motivation?

If you've ever had a goal (like wanting to lose 20 pounds or run a marathon), you probably already know that simply having the desire to accomplish these things is not enough. You must also be able to persist through obstacles and have the endurance to keep going in spite of difficulties faced.

These different elements or components are needed to get and stay motivated. Researchers have identified three major components of motivation: activation, persistence, and intensity.

• Activation is the decision to initiate a behavior. An example of activation would be enrolling in psychology courses in order to earn your degree.
• Persistence is the continued effort toward a goal even though obstacles may exist. An example of persistence would be showing up for your psychology class even though you are tired from staying up late the night before.
• Intensity is the concentration and vigor that goes into pursuing a goal. For example, one student might coast by without much effort (minimal intensity) while another student studies regularly, participates in classroom discussions, and takes advantage of research opportunities outside of class (greater intensity).

The degree of each of these components of motivation can impact whether you achieve your goal. Strong activation, for example, means that you are more likely to start pursuing a goal. Persistence and intensity will determine if you keep working toward that goal and how much effort you devote to reaching it.

Tips for Improving Your Motivation

All people experience fluctuations in their motivation and willpower . Sometimes you feel fired up and highly driven to reach your goals. Other times, you might feel listless or unsure of what you want or how to achieve it.

If you're feeling low on motivation, there are steps you can take to help increase your drive. Some things you can do to develop or improve your motivation include:

• Adjust your goals to focus on things that really matter to you. Focusing on things that are highly important to you will help push you through your challenges more than goals based on things that are low in importance.
• If you're tackling something that feels too big or too overwhelming, break it up into smaller, more manageable steps. Then, set your sights on achieving only the first step. Instead of trying to lose 50 pounds, for example, break this goal down into five-pound increments.
• Improve your confidence . Research suggests that there is a connection between confidence and motivation. So, gaining more confidence in yourself and your skills can impact your ability to achieve your goals.
• Remind yourself about what you've achieved in the past and where your strengths lie. This helps keep self-doubts from limiting your motivation.
• If there are things you feel insecure about, try working on making improvements in those areas so you feel more skilled and capable.

Causes of Low Motivation

There are a few things you should watch for that might hurt or inhibit your motivation levels. These include:

• All-or-nothing thinking : If you think that you must be absolutely perfect when trying to reach your goal or there is no point in trying, one small slip-up or relapse can zap your motivation to keep pushing forward.
• Believing in quick fixes : It's easy to feel unmotivated if you can't reach your goal immediately but reaching goals often takes time.
• Thinking that one size fits all : Just because an approach or method worked for someone else does not mean that it will work for you. If you don't feel motivated to pursue your goals, look for other things that will work better for you.

Motivation and Mental Health

Sometimes a persistent lack of motivation is tied to a mental health condition such as depression . Talk to your doctor if you are feeling symptoms of apathy and low mood that last longer than two weeks.

Theories of Motivation

Throughout history, psychologists have proposed different theories to explain what motivates human behavior. The following are some of the major theories of motivation.

The instinct theory of motivation suggests that behaviors are motivated by instincts, which are fixed and inborn patterns of behavior. Psychologists such as William James, Sigmund Freud , and William McDougal have proposed several basic human drives that motivate behavior. They include biological instincts that are important for an organism's survival—such as fear, cleanliness, and love.

Drives and Needs

Many behaviors such as eating, drinking, and sleeping are motivated by biology. We have a biological need for food, water, and sleep. Therefore, we are motivated to eat, drink, and sleep. The drive reduction theory of motivation suggests that people have these basic biological drives, and our behaviors are motivated by the need to fulfill these drives.

Abraham Maslow's hierarchy of needs is another motivation theory based on a desire to fulfill basic physiological needs. Once those needs are met, it expands to our other needs, such as those related to safety and security, social needs, self-esteem, and self-actualization.

Arousal Levels

The arousal theory of motivation suggests that people are motivated to engage in behaviors that help them maintain their optimal level of arousal. A person with low arousal needs might pursue relaxing activities such as reading a book, while those with high arousal needs might be motivated to engage in exciting, thrill-seeking behaviors such as motorcycle racing.

The Bottom Line

Psychologists have proposed many different theories of motivation . The reality is that there are numerous different forces that guide and direct our motivations.

Understanding motivation is important in many areas of life beyond psychology, from parenting to the workplace. You may want to set the best goals and establish the right reward systems to motivate others as well as to  increase your own motivation .

Knowledge of motivating factors (and how to manipulate them) is used in marketing and other aspects of industrial psychology. It's an area where there are many myths, and everyone can benefit from knowing what works with motivation and what doesn't.

Nevid JS.  Psychology: Concepts and Applications .

Tranquillo J, Stecker M.  Using intrinsic and extrinsic motivation in continuing professional education .  Surg Neurol Int.  2016;7(Suppl 7):S197-9. doi:10.4103/2152-7806.179231

Menges JI, Tussing DV, Wihler A, Grant AM. When job performance is all relative: How family motivation energizes effort and compensates for intrinsic motivation . Acad Managem J . 2016;60(2):695-719. doi:10.5465/amj.2014.0898

Hockenbury DH, Hockenbury SE. Discovering Psychology .

Zhou Y, Siu AF. Motivational intensity modulates the effects of positive emotions on set shifting after controlling physiological arousal . Scand J Psychol . 2015;56(6):613-21. doi:10.1111/sjop.12247

Mystkowska-Wiertelak A, Pawlak M. Designing a tool for measuring the interrelationships between L2 WTC, confidence, beliefs, motivation, and context . Classroom-Oriented Research . 2016. doi:10.1007/978-3-319-30373-4_2

Myers DG.  Exploring Social Psychology .

Siegling AB, Petrides KV. Drive: Theory and construct validation .  PLoS One . 2016;11(7):e0157295. doi:10.1371/journal.pone.0157295

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Essay on Memorable Days With Family

Students are often asked to write an essay on Memorable Days With Family in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Memorable Days With Family

Family picnics.

Family picnics are special. We pack sandwiches, fruits, and cold drinks. A nearby park is our favorite spot. We play games like frisbee and tag. The laughter and the fresh air make these outings unforgettable.

Festive Celebrations

Festivals bring joy and togetherness. Decorating our home, cooking tasty food, and wearing new clothes are fun activities. We share stories and gifts. The warm feeling of love during these times stays in our hearts forever.

Vacation Adventures

Going on trips with family is exciting. We explore new places and try different foods. Whether it’s the beach or the mountains, the adventure and the shared experiences bond us closer.

Quiet Evenings at Home

Not all memorable days are about going out. Some are about staying in. Playing board games, watching movies, and eating popcorn together make for a cozy and comforting time. These simple evenings are just as precious.

250 Words Essay on Memorable Days With Family

Fun times with family.

Spending time with family is like adding sprinkles to a sundae—it makes good times even better. Some of my favorite memories are from days spent with my family. These are moments filled with laughter, joy, and love that stay in my heart forever.

Special Celebrations

Birthdays and holidays are always special. My family has a tradition of making a big, tasty breakfast on these days. We sit around the table, eat pancakes or eggs, and talk about what we are thankful for. It’s a time when we feel close and share happiness.

Outdoor Adventures

Going on trips to the park or the beach with my family is always fun. We play games, run around, and sometimes have picnics. The fresh air and the sound of laughter make these outings memorable. It’s a break from school and work where we can just enjoy being together.

Not all memorable days need to be loud or busy. Some of the best times are quiet evenings at home. We might watch a movie, play a board game, or just talk. These peaceful moments give us a chance to relax and share stories.

Why These Days Matter

Memorable days with family are important because they make us feel loved and connected. They are the times we look back on and smile about. They remind us that no matter what happens in life, we have each other. And that is a very comforting thought.

500 Words Essay on Memorable Days With Family

Introduction to family time.

Spending time with family is like adding sugar to your favorite dessert. It makes life sweeter and fills it with joy. When we are with our family, every moment becomes special. In this essay, I will share some of the memorable days that families often enjoy together.

Festivals and Celebrations

Festivals light up our lives, and celebrating them with family makes them even brighter. Whether it’s lighting fireworks on New Year’s Eve or searching for Easter eggs, these are times filled with laughter and cheer. During festivals, family members often come from far places to be together. The house is full of delicious food smells, and everyone shares stories and gifts. These are the days when memories are made, and they stay in our hearts forever.

Birthdays and Anniversaries

Birthdays and anniversaries are like milestones that we reach with our loved ones. A child’s birthday party is not just about the cake or the presents. It is about the happiness that comes from seeing their face light up with a big smile. For parents, a wedding anniversary is a time to remember the love that has grown over the years. These days are marked with joy, and they remind us of the journey we are on with our family.

Family Trips and Vacations

Going on a trip with the family is like going on an adventure. It could be a visit to the beach where everyone builds sandcastles and jumps over waves. Or it might be a trip to the mountains, where the air is fresh, and the views are like beautiful pictures. On these trips, families get to explore new places and spend quality time together. The fun of traveling and discovering new things makes these vacations unforgettable.

Not all memorable days need to be loud or fancy. Some of the best times are quiet evenings spent at home. It could be a movie night where everyone piles onto the couch with popcorn. Or a board game night where everyone tries to win but ends up laughing at the silly mistakes. These peaceful nights give families a chance to relax and just enjoy being with each other.

Helping Each Other

Sometimes, a family comes together in tough times. When someone is sick or needs help, everyone else is there to support them. These days are memorable because they show the strength of family love. It could be as simple as making a get-well card or as big as taking care of each other for weeks. The care we give and receive during these times makes the bond of family even stronger.

In the end, memorable days with family are about the love we share. It doesn’t matter if it’s a big holiday or a small moment at home. What’s important is that we are together. These days are the ones we look back on with a warm heart. They are the stories we will tell for years to come. So, cherish every second with your family, as these are the days that make life truly beautiful.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Memorable Day In My Life
• Essay on Medical Technology And Human Life Expectancy
• Essay on Medical Science

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Yellowknife newcomer says his family's in the lurch while he waits for immigration papers

Yousef alshayeb wants to use his skills as a medical tech but can't get work without permanent residency.

Social Sharing

When Yousef Alshayeb moved to Yellowknife, his goal was to get a job at Stanton Territorial Hospital and help fill staffing shortages in health care.

Now, a year later, he's frustrated by what he feels is an arduous immigration process. He's also out of work and anxious about how he'll feed his family. 

Formerly a medical technician in Amman, Jordan, Alshayeb first immigrated to Ontario in October 2022 on a study permit. He said he immigrated for stability and was on track to become certified to work as a medical tech in Canada too.

But Alshayeb soon met his wife, an immigrant from Morocco, and moved to Yellowknife to be with her, in April 2023. 

He said he didn't realize that would cause so many challenges.

No longer on a study permit, Alshayeb decided to apply for permanent residency in Canada. He also planned to drive for DoorDash in Yellowknife while he waited for his permanent residency.  

As of Wednesday, however, Alshayeb's N.W.T. driver's licence is expired, and he can't renew it until he has Canadian permanent residency. That means he can no longer drive for DoorDash.

"Now, I can't do anything because of this paper," he said. 

All of Alshayeb's Canadian documents have also expired so he says he can't get another job. 

Immigration, Refugees and Citizenship Canada (IRCC) said it can take two years to get a permanent residency. That would mean Alshayeb might not get his residency until August 2025 — which is too long to wait, he says.

"No job — meaning no money, meaning no milk for my baby, no Pampers for my baby, no pay rent for my house, yeah, nothing," he said. 

Alshayeb's wife Houyame Elkhatri is a permanent resident in Canada. She's currently on maternity leave receiving $1,160 a month. The couple says that's not enough to pay their monthly rent — $1,890 — or other costs, like food and care of their nearly three-month old baby. 

Elkhatri is eligible for social assistance because of her permanent resident status. The couple said they're not clear on how much that would offer, or how for how long. 

Alshayeb says that will help temporarily to pay the bills, but he doesn't want to accept welfare. He wants to work and set up his life.   

"I need just help me with my paper, because after this I can complete my life," he said.

'Rooting for Yousef'

Alshayeb has met with federal and territorial politicians to see about expediting the immigration process and ask if there's anything else he can do. 

Alshayeb said N.W.T. MP Michael McLeod told him there wasn't anything he could do. 

McLeod declined an interview with CBC. In an emailed statement a spokesperson from his office said that their staff in Yellowknife are "dedicated to assisting" anyone who comes to them with immigration-related questions, "and have helped countless constituents successfully resolve their case files."

Alshayeb's MLA, Kate Reid, said that she's sympathetic to his case but that there also isn't much her office can do. 

"We're really rooting for Yousef but unfortunately my office is just one of advocacy, and this is hinging on a federal process," she said.  

Reid's office is how the couple learned that social assistance is an option. 

The MLA said it would be "so excellent" to see Alshayeb working in health care in the N.W.T. 

"Obviously our health-care system needs a lot of support, and we are finding it very hard to retain workers," Reid said.

She said it's important "that we're both attracting people here who have those skills and are ready and willing to work, and making that as easy as possible, especially for newcomers and from folks from outside of the territory here in Canada.

"Mr. Alshayeb is a DoorDash driver and, you know, that's definitely one way to feed your family in the interim. But if you have that background and you're a medical tech, obviously you would love to practice your profession."

IRCC confirmed that Alshayeb has applied for permanent residency, and did not respond about whether his application will take the full two years. 

A spokesperson for the department also said the two-year timeline is an estimate, and how fast an application is processed depends on the complexity of the application, how difficult it is to verify provided information, and how quickly applicants respond to IRCC's requests for more information.

ABOUT THE AUTHOR

Natalie Pressman is a reporter with CBC North in Yellowknife. Reach her at: [email protected].

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How Halloween played a role in former Naples mayor's choice of his unique tattoo

Note to readers:   The News-Press and Naples Daily News are launching a special series today called "Tattoo Tuesday." We will feature a tattoo story every week − from the emotional to the humorous − asking those who are participating for the story behind their body art.

Have a tattoo story to share?  Send your story and photo to [email protected].

Bill Barnett: Former Naples mayor pays tribute to another mayor − the Mayor of Halloweentown

The year was 1957 and I was living in White Plains, New York and was 17 years old. It was spring and getting close to the end of the high school year.

A few friends and myself decided to take a ride in to New York City on a Saturday afternoon. It was a short drive for us. We ended up late that afternoon in front of a tattoo parlor and we decided that getting a tattoo back then was a cool thing to do.

I in no way was I going to get something big and I ended up with a Bluebird on my right arm high enough that a short sleeve shirt would hide it if necessary.

Last week's Tattoo Tale Her tattoo, a birthday gift to herself, features the names of her grandchildren - all six

I knew my parents would not be happy but figured I could hide it.

It became a very hot summer and I managed to avoid my parents noticing it. One particularly hot summer day in August my father looked at me and asked me just how long did I think I could get away with that tattoo on my arm. Parents to this day just seem to have a way of finding out things that as youngsters we never know how they did it.

That Bluebird is still there, faded and old like me, and hardly recognizable. However there’s more to this story.

Fast forward to the year 2017. My career had taken me on many paths − the main one was I became involved in the City of Naples politics in 1984 as a City Council Member and ended it in 2020 as the Mayor of the City. It was the summer of 2017 and I was going to Las Vegas to play cards in the seniors World Series of Poker event. Just before I left Naples I suggested to my wife, Chris, that I might like to get another tattoo. She looked at me and smiled and said to me “why not get something that has to do with you, not just a random tattoo”.

I immediately knew where she was coming from. My birthday is on Halloween, I was the Mayor of the City of Naples, and what better tattoo than one of Tim Burtons Nightmare before Christmas which is now a classic. I loved the idea, contacted a well known tattoo artist in Vegas and explained on the phone what I wanted done. The artist said to me he would work on some drawings so when I arrived he would be ready if that’s what I wanted to do.

I thought the drawings were great and sat down for about four hours-plus and ended up with “Nightmare before Christmas" artwork on my left arm. (Editor's note: Appropriately, It's the character known as the Mayor of Halloweentown.)

Here we are seven years later and the comments I have received over the years about this particular tattoo is always good for a story, and a smile especially from those who recognize it and what I had in common with my tattoo.

By the way I asked the artist if he could touch up my Bluebird and he said: "You don’t want to do that. It’s a classic."

So, I didn’t!