Family and Teacher Support for Senior High School Students’ Academic Motivation
DOI:
https://doi.org/10.57216/pah.v22i2.156Keywords:
Parental Support, Teacher Support, Learning Motivation, Academic Motivation, Senior High School, Autonomy Support, Student EngagementAbstract
Learning motivation shapes students’ persistence, engagement, effort, and willingness to pursue academic goals during senior high school. This systematic literature review examines the contribution of parental and teacher support to learning motivation among senior high school and equivalent students. Studies involving senior high school, vocational high school, Islamic senior high school, and comparable upper-secondary populations were prioritized, while evidence from other educational levels was used only as conceptual support. Findings consistently indicate that parental support is associated with academic motivation through emotional support, academic attention, attachment, democratic communication, monitoring, involvement, and autonomy support. Teacher-related factors include teaching style, instructional variation, communication, competence, interpersonal support, feedback, and autonomy-supportive interaction. Several large international studies further show that intrinsic and extrinsic motivation mediate the relationships between adult support and students’ academic goals or engagement. Evidence examining parents and teachers simultaneously suggests complementary functions: families provide continuity and emotional security, whereas teachers directly shape classroom experiences. Stronger conclusions nevertheless require more longitudinal and experimental studies because much of the available evidence remains correlational.
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