The Role of Parental Support in Elementary Students’ Learning Motivation

Abstract

The success of elementary education is determined not only by the learning process at school but is also strongly influenced by parental involvement in the home environment. This study aimed to explore the role of parental support in enhancing the learning motivation of fifth-grade students at SD Swasta Kristen BNKP Lahewa. A descriptive qualitative approach with purposive sampling was employed, involving 32 students and 32 parents. Data were collected through structured interviews, direct observation, and documentation and were analyzed using the Miles, Huberman, and Saldaña model, which encompasses data reduction, data display, and conclusion drawing. The findings showed that parental support was manifested in four principal forms: emotional, esteem, instrumental, and informational support. Emotional support in the form of attention and encouragement increased students’ self-confidence. Esteem support through praise or rewards fostered extrinsic motivation, whereas instrumental support through the provision of learning resources and assistance promoted regular study habits. Informational support also helped children master subject matter and manage their study time. Overall, parental involvement played a significant role in strengthening students’ learning motivation, although support practices differed across families. These findings emphasize that partnerships between schools and families are essential for sustaining learning motivation. The distinctiveness of this study lies in its island-region context, which demonstrates how parental support can compensate for limitations in formal educational facilities. The findings are expected to inform teachers, schools, and parents seeking to strengthen collaboration in support of students’ academic achievement.