The Positive Impact of Parental Autonomy Support, Academic Socialization, Parental Responses, and Psychological Control on Muslim Students' Motivation

Abstract

The encouragement of autonomy in academics is one strategy to encourage students to continue their education. Academic autonomous motivation can be generated through support relationships from the school environment and parents. This study aimed to determine the extent of prediction of autonomy, control, academic socialization, and parental response on academic scores to the academic autonomous motivation of 569 State MTs students in Sleman Regency. Data analysis was performed using Multiple Linear Regression Analysis techniques. The test results showed that three of the six tested relationships were significant, and the other three variables were insignificant. The variables parental autonomy support, behavior control, and response without punishment had a substantial relationship with students' academic autonomous motivation. Insignificant relationships were the relationship of psychological control with academic autonomous motivation, the academic socialization of students with academic autonomous motivation, and the relationship of non-punitive response with academic autonomous motivation. Research related to academic autonomous motivation with parental care is still limited, so further research is needed.