The Relationship between Family Support and Teaching Variations with Elementary School Students' Learning Motivation
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Abstract
Limited family support and monotonous classroom instruction raise concerns about sustaining learning motivation among elementary school students. This study examined the bivariate, joint, and partial associations of family support and teaching variations with learning motivation. A quantitative correlational design was employed, involving 141 students in Grades IV–VI at SDN Jawa 2 Martapura selected through stratified random sampling from a population of 216. Sample size was determined using Slovin’s formula with a margin of error of 0.05. Data were collected using validated Likert-scale questionnaires and analysed using Pearson correlation, multiple linear regression, and first-order partial correlation in IBM SPSS Statistics 25. Family support and teaching variations were positively associated with learning motivation (r = .628 and r = .674, respectively; both p < .001). The joint regression model accounted for 53.8% of the variance in learning motivation (R = .734, R² = .538, F = 80.507, p < .001). Both associations remained positive and significant after controlling for the other predictor, with partial correlations of .392 for family support and .488 for teaching variations (both p < .001). These findings demonstrate that family support and teaching variations each retain an association with learning motivation beyond their shared relationship with the other predictor. The study highlights the relevance of both home and classroom environments and supports efforts to strengthen school–parent partnerships and diversify teaching practices to sustain student motivation and engagement.
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