<![CDATA[ Academic achievement is an important indicator of student success in higher education and is influenced by various internal and external factors. Among the factors frequently associated with academic performance are parents’ socioeconomic status and learning motivation. Differences in family socioeconomic backgrounds may affect students’ access to educational resources and learning support, while learning motivation contributes to persistence, engagement, and achievement during the learning process. Despite extensive discussions in previous studies, empirical evidence focusing on students of the Office Administration Education Study Program at State University of Medan remains limited. Therefore, an examination of these variables is necessary to provide contextual evidence regarding their contribution to academic achievement. A quantitative ex-post facto approach was employed involving 69 students from the 2023 cohort selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using validity and reliability tests, multiple linear regression, t-tests, F-tests, and coefficient of determination analysis with IBM SPSS Statistics 25. The findings indicate that parents’ socioeconomic status and learning motivation have positive and significant effects on academic achievement, both partially and simultaneously. Learning motivation demonstrates a stronger contribution than socioeconomic status. The coefficient of determination shows that both variables explain 48.6% of the variance in academic achievement, while the remaining proportion is influenced by other factors beyond the scope of this research. These findings highlight the importance of strengthening learning motivation while ensuring adequate educational support from the family environment to enhance students’ academic outcomes.]]>
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