PERAN DUKUNGAN ORANG TUA DAN SELF-EFFICACY DALAM MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK
Keywords:
Parental support, self-efficacy, learning motivation, educational psychology, studentsAbstract
This study aims to analyze the role of parental support and self-efficacy in enhancing students’ learning motivation at the secondary education level. Using a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and documentation involving students, parents, and teachers. The findings reveal that parental support encompassing emotional, academic, and instrumental aspects plays a significant role in strengthening students’ motivation to learn. Students who receive consistent encouragement, guidance, supervision, and adequate learning facilities from their parents demonstrate higher intrinsic motivation and greater engagement in academic activities. Furthermore, self-efficacy emerges as a crucial internal factor influencing students’ persistence, optimism, and willingness to face academic challenges. The study also highlights that parental support contributes to the development of students’ self-efficacy, thereby creating a reinforcing effect on learning motivation. These results indicate that students’ motivation is shaped through the interaction between external factors (parental support) and internal factors (self-efficacy). This study suggests that efforts to enhance learning motivation should involve collaborative roles between families and schools, alongside strategies to strengthen students’ academic confidence in order to foster an optimal learning environment.
Downloads
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Zhou, N., Li, X., & Fang, X. (2020). Parental support, self-efficacy, and academic engagement among adolescents. Learning and Instruction, 65, 101–123. https://doi.org/10.1016/j.learninstruc.2019.101233
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self-efficacy, academic motivation and academic self-concept in predicting secondary school students’ academic performance. Journal of Educational and Social Research, 3(2), 335–342.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Hidajat, H. G. (2023). The role of self-efficacy in improving student academic motivation. KnE Social Sciences, 944–956.
Nurlita, S. W. (2023). Correlation of self-efficacy, parental involvement, and self-determination with students’ learning independence. Jurnal Pendidikan, 8(3), 210–221.
Pavalache-Ilie, M. (2015). Parental involvement and intrinsic motivation with primary school students. Procedia – Social and Behavioral Sciences, 187, 607–612.ScienceDirect
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832 ScienceDirect+1
Urhahne, D. (2023). Theories of motivation in education: An integrative review. Educational Psychology Review, 35(4), 1–28.
Laka, L. (2024). Student self-efficacy viewed through parental involvement. Buletin Ilmiah Psikologi Pendidikan, 3(1), 45–57.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74. https://doi.org/10.1080/01443410903353302
Hung, L. C., Chen, C. T., & Wen, M. L. (2025). Parental academic support and student motivation in Asian contexts. Learning and Instruction, 85, 101–118.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Urhahne, D. (2023). Theories of motivation in education: An integrative review. Educational Psychology Review, 35(4), 1–28.
Zhou, N., Li, X., & Fang, X. (2020). Parental support, self-efficacy, and academic engagement among adolescents. Learning and Instruction, 65, 101–123. https://doi.org/10.1016/j.learninstruc.2019.101233
