家庭支持与教学多样性与小学生学习动机之间的关系

Limited family support and monotonous classroom instruction raise concerns about sustaining learning motivation among elementary school students. This study examined the bivariate, joint, and partial associations of family support and teaching variations with learning motivation. A quantitative correlational design was employed, involving 141 students in Grades IV–VI at SDN Jawa 2 Martapura selected through stratified random sampling from a population of 216. Sample size was determined using Slovin’s formula with a margin of error of 0.05. Data were collected using validated Likert-scale quest