<![CDATA[Academic motivation is an important factor in students’ engagement and learning success and develops within social contexts. This study examined authoritative parenting and peer support as predictors of academic motivation among junior high school students. A quantitative cross-sectional explanatory survey design was employed. Participants were 320 students in Grades 7–9 from several junior high schools in Bekasi City and Bekasi Regency, Indonesia, recruited through voluntary response sampling. Data were collected using measures of academic motivation, authoritative parenting, and peer support, and analyzed using multiple linear regression. The results showed that authoritative parenting and peer support jointly predicted academic motivation significantly (R² = .418, F = 113.90, p < .001). Authoritative parenting showed a stronger standardized predictive contribution (β = .460, p < .001) than peer support (β = .307, p < .001). These findings suggest that both family and peer contexts are significantly associated with students’ academic motivation during early adolescence. The results also indicate that authoritative parenting has a stronger predictive contribution within the model, while peer support remains an important social factor. These findings highlight the importance of involving families and schools in creating social environments that support adolescents’ academic motivation.]]>
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