<![CDATA[This study aimed to examine the individual and simultaneous effects of family environment and learning motivation on Social Studies learning outcomes among elementary school students at SD Negeri 67/III Lubuk Paku, Kerinci Regency, Jambi Province, Indonesia. A quantitative approach with a causal associative research design was employed, involving 60 students selected through total sampling. Data were collected using validated questionnaires measuring family environment and learning motivation, alongside official end-of-semester academic score documentation. Multiple linear regression analysis was conducted using IBM SPSS Statistics version 25. Results revealed that family environment (β = 0.369, p less than 0.05) and learning motivation (β = 0.465, p less than 0.05) each exerted a significant positive effect on Social Studies learning outcomes, with both variables jointly explaining 61.0% of outcome variance (R² = 0.610, F = 44.873, p less than 0.001). Learning motivation emerged as the comparatively stronger predictor. These findings underscore the theoretical contribution of integrating self-determination theory within the rural Indonesian elementary school context and carry direct practical implications: teachers are recommended to implement autonomy-supportive instruction and formative feedback practices to strengthen students' intrinsic motivation, while parents are encouraged to establish structured home-learning routines, provide adequate learning resources, and improve the quality of academic communication with their children as foundational supports for Social Studies achievement.]]>
