<![CDATA[This research aimed to empirically examine the effect of parents’ social support on academic achievement through the mediation of intrinsic motivation to learn. It was hypothesized that parents’ social support positively affect academic achievement through the mediation of intrinsic motivation to learn. Researcher adapted Gordon’s Parent Subscale Social Support Questionnaire for Children Rahmi’s Parental Support Scale and Rahmi’s Intrinsic Motivation to Learn Subscale along with weighted summative asessment tests to measure academic achievement. Participants were 84 students of grade 8 from three different junior high schools in Yogyakarta. Path analysis was used to investigate the hyphotesis. Results indicated that parents’ social support was a significant predictor of intrinsic motivation to learn, b = 0.55, (p < 0.05), and that intrinsic motivation to learn was a significant predictor of academic achievement, b = 0.47, (p < 0.05). These results supported the mediational hypothesis. Parents’ social support was no longer a significant predictor of academic achievement after including the mediator, parents’ social support, b = 0.16, (p > 0.05), consistent with full mediation.]]>
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