Relationship between parental autonomy support and academic motivation among junior high students

Abstract

This study aims to observe the relationship between parental autonomy support and academic motivation among junior high students. This correlational study collected data from 124 students and their mothers. Convenience sampling was used. The instruments employed were Perceived Parental Autonomy Support Scale and Academic Self-Regulation Questionnaire. The Spearman's Rank was used for correlation analysis. The results revealed that parental autonomy support and maternal autonomy support has a positive correlation with students' autonomous motivation. The more frequently students receive support from parents and the more frequently mothers give support to their children, the higher motivation students have to perform activities they desire. Maternal autonomy support also associates positively with students' controlled motivation. The more often mothers give freedom, the higher motivation students have to do activities coming from internal and external pressures. Parental control perceived by students and maternal control have no link with overall motivation.Abstrak: Penelitian bertujuan melihat hubungan antara parental autonomy support dengan motivasi pada siswa sekolah menengah pertama. Ini merupakan studi korelasional dengan subjek 124 siswa beserta ibunya. Teknik penarikan sampel menggunakan convenience sampling. Alat ukur yang digunakan yaitu Perceived Parental Autonomy Support Scale dan Academic Self-Regulation Questionnaire. Analisis uji korelasi dilakukan melalui uji Rank Spearman. Hasilnya menunjukkan bahwa autonomy support ibu dan ayah yang dirasakan siswa serta autonomy support yang diberikan ibu berhubungan positif dengan motivasi otonom siswa semakin sering siswa merasakan keleluasaan dari ibu dan ayahnya, serta semakin sering ibu memberikan keleluasaan, maka semakin tinggi dorongan siswa melakukan aktivitas karena keinginan dan pilihannya sendiri. Autonomy support yang diberikan ibu juga berhubungan positif dengan motivasi terkontrol siswa. Semakin sering ibu memberikan keleluasaan maka (semakin tinggi dorongan siswa melakukan aktivitas karena tekanan dari dalam dan luar dirinya. Kontrol ibu dan ayah yang dirasakan siswa serta kontrol yang diberikan ibu tidak berhubungan dengan semua bentuk motivasi.