Peer Social Support and Self-Control Predict Student Learning Motivation: Dukungan Sosial dari Teman Sebaya dan Pengendalian Diri Memprediksi Motivasi Belajar Siswa

Azmi Syaikha Az Zahro Purnomo (Program Studi Ilmu Psikologi, Universitas Muhammadiyah Sidoarjo)
Eko Hardi Ansyah (Program Studi Ilmu Psikologi, Universitas Muhammadiyah Sidoarjo)

Academia Open
Vol. 10 No. 2 (2025): December

General Background: Learning motivation represents a fundamental psychological factor that drives students to achieve educational goals and sustain academic engagement. Specific Background: Learning motivation among university students is shaped by internal factors such as self-control and external factors such as peer social support, both of which are essential in supporting academic persistence and achievement. Knowledge Gap: Previous studies predominantly examine learning motivation among school students or separately analyze peer social support and self-control, with limited investigation integrating both variables simultaneously among university students. Aims: This study aims to examine the relationship between peer social support and self-control with learning motivation among students at Muhammadiyah Sidoarjo University. Results: Using inferential quantitative methods with accidental sampling of 252 students, data were collected through Likert-scale questionnaires and analyzed using multiple linear regression. The findings revealed a statistically significant relationship between peer social support and self-control with learning motivation (R = 0.732; R² = 0.536; p < 0.001). Peer social support contributed 22.6% and self-control contributed 31% to learning motivation, indicating self-control as the stronger predictor. Novelty: This study integrates internal and external psychological determinants simultaneously within a university student population, providing empirical evidence on their combined relationship with learning motivation. Implications: The findings highlight the importance of strengthening peer-based support systems and fostering self-regulation competencies to support student learning motivation in higher education contexts. Highlights: Combined Internal Regulation and Interpersonal Assistance Explained 53.6% Variance in Academic Drive. Individual Behavioral Regulation Contributed a Larger Predictive Proportion Than Social Assistance. Student Academic Drive Was Statistically Associated With Both Interpersonal and Personal Psychological Factors. Keywords: Peer Social Support, Self-Control, Learning Motivation, University Students, Multiple Linear Regression