<![CDATA[This study aims to examine the influence of learning motivation and peer social support on students’ learning commitment within the context of peace education in junior high schools. The novelty of this study lies in integrating three psychosocial variables into a single empirical model in the underexplored context of peace education in Indonesia. A quantitative approach with an associative causal design was employed, involving 148 students selected through proportional stratified random sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression. The results reveal that learning motivation (? = 0.45; p < 0.001) and peer social support (? = 0.33; p < 0.001) have significant effects on learning commitment, both partially and simultaneously (R² = 0.689; p < 0.001). Learning motivation emerged as the stronger predictor compared to peer support. These findings highlight that strengthening students’ learning commitment in peace education requires a psychosocial approach that integrates both internal and external factors. This study provides practical implications for designing learning strategies that foster intrinsic motivation and supportive peer interactions in school settings.]]>
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