| dc.description.abstract | Student XII class experienced anxiety will face the UN. Anxiety face the UN
can influence on learning motivation. Parents as person closer can give a support
to children who will face the UN. This support can influence learning motivation.
This study was design to investigate the contributions of anxiety and parental
social support to studentsʼ learning motivation. Sampling method used in this
study is purposive sampling technique. Participants in this study are 65 students
of Christian Senior High School 3 Terbanggi Besar, Lampung. In this research,
the instrumen designed by researcher based on theory Passer and Smith (2008)
for anxiety scale, Weiss (1974) for parental social support and Stanford (2007)
for learning motivation scale. The hypothesis test shows that there is a significant
negative effect between anxiety and learning motivation (r= -0,276, p=0,013),
which means the higher anxiety students, the lower students’ learning motivation.
Two hypotheses test shows that there is a significant positive effect between
parental social support and learning motivation (r=0,387, p=0,001), which
means that the higher parental social support, the higher students’ learning
motivation. Regression model showed that anxiety and parental social support
for students' learning motivation effectively contributes 21.2% (R2 = 0.212).
Results showed that anxiety and parental social support has a significant
influence on students' learning motivation. This is due to the existence of other
variables that may influence learning motivation, such as task, authority,
recognition, grouping, evaluation, time and self concept. Teachers can telling
parent to give support to children who will face the UN. Teachers can help
decrease anxiety to make convincing students not afraid not pass the UN. Parents
can give support to children who will face the UN to make convincing interest
with problem that happened in the school. Students can repress irrational mind
facing UN to decrease the anxiety. | en_US |
