Learning Motivation and Parental Support Predict PJOK Achievement at SMPN 2 Kras

Andik Hermawan; Wasis  Himawanto; Nur Ahmad  Muharram

doi:10.31599/v5a0yp92

Authors

Andik Hermawan Universitas Nusantara PGRI Kediri
Wasis Himawanto Universitas Nusantara PGRI Kediri
Nur Ahmad Muharram Universitas Nusantara PGRI Kediri

DOI:

https://doi.org/10.31599/v5a0yp92

Keywords:

parental support, physical education, PJOK, learning motivation

Abstract

This cross-sectional study examined adjusted associations between learning motivation, parental support, and Physical Education, Sports, and Health (PJOK) achievement among Grade VII and VIII students at SMPN 2 Kras. The analytic sample comprised 150 students selected from 457 eligible students in 12 classes through proportional stratified random sampling. Student motivation was assessed with a 25-item PJOK-adapted questionnaire, parental support with a 30-item parent/guardian questionnaire, and achievement with second-semester 2025/2026 report-card scores (0-100). Multiple linear regression showed positive adjusted associations for learning motivation (B = 0.385, 95% CI [0.278, 0.492], beta = 0.442, t = 7.130, p < .001) and parental support (B = 0.274, 95% CI [0.179, 0.369], beta = 0.354, t = 5.708, p < .001). The model was significant, F(2, 147) = 68.342, p < .001, R2 = .482, adjusted R2 = .475. Because exposure and outcome were measured within one observational period at one school, these estimates do not establish temporal order or causal effects. The findings indicate that student- and family-level factors are jointly associated with PJOK achievement and warrant testing in longitudinal, multilevel, and intervention studies.

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