The Contribution of Parents Attention to Student Achievement Motivation

Journal of Educational and Learning Studies April 05, 2020 Volume 3, Number 1 3 authors

Abstract

The low student achievement motivation is something that must be considered. Parents attention became one of the factors that can influence student achievement motivation. The purpose of this study to describe the contribution of parent attention to student’s achievement motivation in SMK Muhammadiyah 1 Padang. This research uses regression analysis. In the research took the sample of 233 students by using purposive sampling technique. It was used instrument "Wira Solina Parents Attention Scale" with reliability value is 0.888, and "Achievement Motivation Scale" with reliability value is 0.885. The results of research showed that: (1) Parents attention (Mother) in the high category; (2) Parents attention (Father) in the medium category; (3) student achievement motivation in the medium category; (4) the contribution of parents attention (mother) to the achievement motivation is 14.4%; (5) the contribution of the parents attention (father) to the achievement motivation is 12.9%; and (6) the contribution of parents attention (Mother and Father) to the achievement motivation are 15.6%. The results of research showed that parents’ attention (mother and father) need to improved student achievement motivation, so it can be recommended by counselor teacher to give guidance and counseling services in the school and involved their parents to improve student achievement motivation.

Authors

  1. Nofrizal Nofrizal

    Universitas Negeri Padang

  2. Herman Nirwana

    Universitas Negeri Padang

  3. Alizamar Alizamar

    Universitas Negeri Padang

Keywords

Parents AttentionAchievement MotivationCounselor roles

References

  1. Adegboyega, L. O. (2017). Influence of achievement motivation on Nigerian undergraduates’ attitude towards examination. International Journal of Instruction, 11(1), 77–88. https://doi.org/10.12973/iji.2018.1116a
  2. Adeyami, Moradeyo, A., & Semiu Babatunde, A. (2014). Personal factors as predictors of students academic achievement in colleges of education in South Western Nigeria. Educational Research and Reviews, 9(4), 97–109. https://doi.org/10.5897/err2014.1708
  3. Afdal, A. (2015). Kolaboratif: kerangka kerja konselor masa depan. Jurnal Konseling dan Pendidikan, 3(2), 1-7. https://doi.org/10.29210/12400
  4. Ali, M., & Asrori, M. (2011). Psikologi remaja. Jakarta: PT Bumi Aksara.
  5. Alizamar. (2016). Teori belajar & pembelajaran; implementasi dalam bimbingan kelompok belajar di Perguruan Tinggi. Yogyakarta: Media Akademi.
  6. Astriani, N. (2019). Pengaruh ibu bekerja dan peran ayah terhadap prestasi belajar anak. Jurnal Pendidikan Luar Sekolah, 13(1), 44–51. https://doi.org/10.32832/jpls.v13i1.2778
  7. Biber, K., Kayiş, A. N., Kopuk, M., & Dağdeviren, Ş. (2019). The Effect of parents’ attention on the technology usage of children between the ages of four and six. Asian Journal of Education and Training, 5(3), 473–481. https://doi.org/10.20448/journal.522.2019.53.473.481
  8. Chandra, Y., & Suarja, S. (2017). Tingkat aspirasi karir siswa di tinjau dari jenis kelamin. Jurnal Edukasi, 3(2), 199–208.
  9. Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement? the role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820–832. https://doi.org/10.1037/a0027183
  10. Dianto, M., Gistituati, N., & Mudjiran, M. (2017). Kontribusi Dukungan Sosial dan Konsep Diri Terhadap Motivasi Berprestasi Siswa di SMP Negeri Kecamatan Batang Kapas Pesisir Selatan. Konselor, 4(1), 19. https://doi.org/10.24036/02015416451-0-00
  11. Driessen, G., Smit, F., & Sleegers, P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31(4), 509–532. https://doi.org/10.1080/01411920500148713
  12. Dwija, I. W. (2008). Hubungan antara konsep diri, motivasi berprestasi dan perhatian orang tua dengan hasil belajar sosiologi pada siswa Sekolah Menengah Atas unggulan di Kota Amlapura. Jurnal Pendidikan dan Pengajaran UNDIKSHA, (1), 628–649.
  13. Elmirawatai, Daharnis, & Syahniar. (2013). Hubungan antara aspirasi siswa dan dukungan orangtua dengan motivasi belajar serta implikasinya terhadap bimbingan konseling. Konselor, 2(1), 107–113. https://doi.org/10.1016/j.dnarep.2004.09.006
  14. Endriani, N. (2016). Perbedaan motivasi berprestasi dan aspirasi pendidikan siswa ditinjau dari jenis kelamin dan latar belakang budaya serta implikasinya dalam pelayanan bimbingan dan konseling. Jurnal Penelitian Bimbingan dan Konseling, 1(2). 104-121.
  15. Epstein, J. L. (2005). Attainable goals? the spirit and letter of the no child left behind act on parental involvement. Sociology of Education, 78, 179–182.
  16. Falentini, F. Y., Taufik, T., & Mudjiran, M. (2013). Usaha yang dilakukan siswa dalam menentukan arah pilihan karir dan hambatan-hambatan yang ditemui (studi deskriptif terhadap siswa SMA N 3 Payakumbuh. Konselor, 2(1), 310–316. https://doi.org/10.24036/02013211266-0-00
  17. Febriana, B. W. (2017). Analysis of student’s achievement motivation in learning chemistry. International Journal of Science and Applied Science: Conference Series, 1(2), 117–123. https://doi.org/10.20961/ijsascs.v1i2.5132
  18. Febriani, R. D., Yusuf, A. M., & Iswari, M. (2016). Perbedaan aspirasi karier siswa ditinjau dari jenis kelamin, jurusan, dan tingkat pendidikan orangtua serta implikasinya terhadap pelayanan bimbingan dan konseling. Konselor, 5(3), 160. https://doi.org/10.24036/02016536552-0-00
  19. Febriany, R., & Yusri, Y. (2013). Hubungan perhatian orangtua dengan motivasi belajar siswa dalam mengerjakan tugas-tugas sekolah. Konselor, 2(1), 8–15. https://doi.org/10.24036/0201321727-0-00
  20. Fernald, L., D., & Fernald, P. S. (1999). Introduction to Psycology. India: AITBS Publisers & Distributions.
  21. Finley, G. E., & Schwartz, S. J. (2004). The father involvement and nurturant fathering scales: Retrospective measures for adolescent and adult children. Educational and Psychological Measurement, 64(1), 143–164. https://doi.org/10.1177/0013164403258453
  22. Fitria, R., Marsidin, S., & Nirwana, H. (2014). Hubungan Persepsi siswa tentang budaya sekolah dan motivasi belajar dengan penyesuaian diri siswa. Konselor, 3(4), 139–146.
  23. Flouri, E., & Buchanan, A. (2004). Early father’s and mother’s involvement and child’s later educational outcomes. British Journal of Educational Psychology, 74(2), 141–153. https://doi.org/10.1348/000709904773839806
  24. Fox, D. (2008). Parental attention deficit disorder. Journal of Applied Philosophy, 25(3), 246–261. https://doi.org/10.1111/j.1468-5930.2008.00409.x
  25. Gade, F. (2012). Ibu sebagai madrasah dalam pendidikan anak. Jurnal Ilmiah Didaktita, 13(1), 31–40.
  26. Gauthier, A. H., & DeGusti, B. (2012). The time allocation to children by parents in Europe. International Sociology, 27(6), 827–845. https://doi.org/10.1177/0268580912443576
  27. Glading, S. T. (2012). Konseling profesi yang menyeluruh (Edisi keenam) (Alih bahasa P. M Winarno dan Lilian Yuwono. Jakarta: Indeks.
  28. Greenwood, G. E., & Hickman, C. W. (1991). Research and practice in parent involvement: implications for teacher education. The Elementary School Journal, 91(3), 279–288. https://doi.org/10.1086/461655
  29. Guay, F., Chanal, J., Ratelle, C. F., Marsh, H., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735. https://doi.org/10.1348/000709910X499084
  30. Hasgimianti, Nirwana, H., & Daharnis. (2017). Perhatian orang tua dan motivasi belajar siswa yang berlatar belakang Melayu dan Jawa. Insight: Jurnal Bimbingan dan Konseling6(2), 130–143.
  31. Hayakawa, M., Englund, M. M., Richter, M. N. W., & Reynolds, J. A. (2016). The longitudinal process of early parent involvement on student achievement: a path analysis. NHSA Dialog, 16(1), 1–25. https://doi.org/10.1016/j.physbeh.2017.03.040
  32. Herbert, E. W., Pinkston, E. M., Loeman Hay Den, M., Sajwaj, T. E., Pinkston, S., Gordua, G., & Jackson, C. (1973). Adverse effects of differential parental attention. Journal of Applied Behavior Analysis, 6(2), 15–30. https://doi.org/10.4324/9781351314404-42
  33. Hidayati, F., Kaleoti, Dian Veronika Sakti, & Karyono. (2011). Peran ayah dalam pengasuhan anak. Jurnal Psikologi Undip, 9(1), 1–9. https://doi.org/10.26486/psikologi.v17i2.687
  34. Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
  35. Hountenville, andrew J., & Conway, Keren Smith. (2007). Parental effort, school resources, and student achievement. The Journal of Human Resources The, 43(2), 437–453.
  36. Kothari, C. R. (2004). Research methodology methods and technique. New Delhi: New Age International Publishers.
  37. Livingstone, S., & Helsper, E. J. (2008). Parental mediation of children’s internet use. Journal of Broadcasting and Electronic Media, 52(4), 581–599. https://doi.org/10.1080/08838150802437396
  38. Mallers, M. H., Charles, S. T., Neupert, S. D., & Almeida, D. M. (2010). Perceptions of childhood relationships with mother and father: daily emotional and stressor experiences in adulthood. Development Psychology, 46(6), 1651–1661. https://doi.org/10.1037/a0021020.PERCEPTIONS
  39. Mansour, M., & Martin, A. J. (2009). Home, parents, and achievement motivation: a study of key home and parental factors that predict student motivation and engagement. Australian Educational and Developmental Psychologist, 26(2), 111–126. https://doi.org/10.1375/aedp.26.2.111
  40. Masud, S., Mufarrih, S. H., Qureshi, N. Q., Khan, F., Khan, S., & Khan, M. N. (2019). Academic performance in adolescent students: the role of parenting styles and socio-demographic factors – a cross sectional study from peshawar, Pakistan. Frontiers in Psychology, 10, 1–12. https://doi.org/10.3389/fpsyg.2019.02497
  41. Mauna, & Prameswari, S. (2019). Hubungan keterlibatan ibu dan self-compassion pada orangtua anak berkebutuhan khusus. Jurnal Penelitian dan Pengukuran Psikologi., 8(2), 95–99.
  42. McClelland, Davit C. (1987). Human motivation. New York: Cambridge University Press.
  43. Moshahid, M., & Vadakkayil, S. T. (2016). Influence of parental attention on the academic achievement of secondary school students of expatriate parents. Learning Community, 7(3), 277–286. https://doi.org/10.5958/2231-458x.2016.00007.5
  44. Novrialdy, E. (2019). Kecanduan game online pada remaja: dampak dan pencegahannya. Buletin Psikologi, 27(2), 148–158. https://doi.org/10.22146/buletinpsikologi.47402
  45. Parmanti, & Purnamasari, S. E. (2015). Peran ayah dalam pengasuhan anak. InSight, 17(2), 81–90.
  46. Payyanatt, P., & Manichander, T. (2012). Achivement motivation among secondary school students in enarkulam district. Journal in Arts, Commerce & Education, 1(3). 26-29 Retrieved from http://www.ycjournal.net
  47. Prajina. (2016). A study on the academic achievement motivation among the tribal children with special reference to kannur district kerala. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 15–17.
  48. Rahmawati, N., Mudjiran, & Yusri. (2017). Hubungan pengasuhan orangtua dengan motivasi berprestasi siswa yang berasal dari keluarga miskin di Kota Padang. Jurnal EDUCATIOJurnal Pendidikan Indonesia3(2), 1–7.
  49. Ratih Retnowati, D., Fatchan, A., & Komang Astina, I. (2016). Prestasi akademik dan motivasi berprestasi mahasiswa S1 Pendidikan Geografi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(3), 521–525.
  50. Rosen, L. D., Cheever, N. A., & Carrier, L. M. (2008). The association of parenting style and child age with parental limit setting and adolescent MySpace behavior. Journal of Applied Developmental Psychology, 29(6), 459–471. https://doi.org/10.1016/j.appdev.2008.07.005
  51. Rumaini. (2006). Prokrastinasi akademik ditinjau dari motivasi berprestasi dan stres mahasiswa. prokrastinasi akademik ditinjau dari motivasi berprestasi dan stres mahasiswa, Jurnal Psikologi Universitas Diponegoro,3(2), 37–48. https://doi.org/10.14710/jpu.3.2.37
  52. Safyer, P., Volling, B. L., Schultheiss, O. C., & Tolman, R. M. (2018). Adult attachment, implicit motives, and mothers’ and fathers’ parenting behaviors. Motivation Science.
  53. Santrock, W, J. (2010). Remaja.Jakarta : Erlangga.
  54. Sarafuddin, & Jumanto. (2016). Peran ibu dalam pendidikan keluarga untuk mendukung keberhasilan pendidikan formal anak di sekolah dasar. Jurnal Profesi Pendidik, 3(1), 44–57.
  55. Sarangi, C. (2015). Achievement motivation of the high school students : a case study among different communities of goalpara district of assam. Journal Of Education And Practice, 6(19), 140–145.
  56. Schmidt, J. J. (2003). Counseling in school, essntial services and comprehensive programs (Fourth edition). USA: Pearson Education Inc.
  57. Sefni, R. P., Syahniar, & Alizamar. (2017). Kontribusi tingkat penerimaan oleh teman sebaya dan konsep diri terhadap motivasi berprestasi peserta didik di SMK Nusatama Padang serta implikasinya dalam program bimbingan dan konseling. Insight: Jurnal Bimbingan Dan Konseling, 6(2), 223–234.
  58. Shunc, D. H, Pintich, P, R., & Mecee, J. (2008). Motivation in education: theory, research, and applications. Upper Sadle River: Pearson Education.
  59. Stewart, E. B. (2007). Individual and school structural effects on african american high school students’ academic achievement. The High School Journal, 91(2), 16–34. https://doi.org/10.1353/hsj.2008.0002
  60. Stussi, Y., Ferrero, A., Pourtois, G., & Sander, D. (2019). Achievement motivation modulates Pavlovian aversive conditioning to goal-relevant stimuli. Npj Science of Learning, 4(4), 1–10. https://doi.org/10.1038/s41539-019-0043-3
  61. Suárez-Álvarez, J., Campillo-Álvarez, Á., Fonseca-Pedrero, E., García-Cueto, E., & Muñiz, J. (2013). Professional training in the workplace: The role of achievement motivation and locus of control. Spanish Journal of Psychology, 16, 1–11. https://doi.org/10.1017/sjp.2013.19
  62. Syakarofath, N. A., & Subandi, S. (2019). Faktor ayah dan ibu yang berkontribusi terhadap munculnya gejala perilaku disruptif remaja. Jurnal Psikologi, 18(2), 230–244.
  63. Taiyeb, A. M., Bahri, A., & Razak, R. B. (2012). Analisis motivasi berprestasi siswa SMAN 8 Makassar dalam belajar biologi. Jurnal Bionature, 13(2), 77–82.
  64. Tanaka, A., & Yamauchi, H. (2001). A model for achievement motives, goal orientations, intrinsic interest, and academic achievement. Psychological Reports, 88(1), 123–135. https://doi.org/10.2466/pr0.2001.88.1.123
  65. Thoha, I., & Wulandari, D. (2016). The effect of parents attention and learning discipline on economics learning outcomes. IOSR Journal of Research & Method in Education (IOSR-JRME), 6(2), 100–104. https://doi.org/10.9790/7388-060201100104
  66. Tsui, M. (2005). Family income, home environment, parenting, and mathematics achievement of children in China and the United States. Education and Urban Society, 37(3), 336–355. https://doi.org/10.1177/0013124504274188
  67. Utomo, P., Atmoko, A., & Hitipeuw, I. (2018). Peningkatan motivasi berprestasi siswa SMA melalui cognitive behavior counseling teknik self-instruction dan self-monitoring. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(4), 416–423.