Nur Shaleh Fathoni, Faturochman, Sri Kurnianingsih, and Uichol Kim
The purpose of this study is to understand the dynamics of family support and achievement on groups of high school and university students. The researchers constructed the dynamics of family support and achievement obtained in order to determine the effects and forms of family support that play a role in the process of achievement in senior high school and university students; at the same time also to understand the relationship between factors. This study applies an Indigenous Psychology method using an adapted version of Kim’s (2008) questionnaire. Data was analyzed by categorization for cross tabulation. A total of 768 subjects were involved in the study, consisting of 473 senior high school students and 296 undergraduates.
Results of the study indicate that family support has a major role for both groups in gaining achievement, in comparison to support from teachers/lecturers. Emotional support was a form of support of which became for majority both groups. Likewise, emotional support was also a form of support most respondents received from his or her family. The forms of support received by subjects of the senior high school group were consecutively: emotional support, informational support, material support, and spiritual support. Subjects of the undergraduate cluster received emotional support, material support, spiritual support, and informational support. Family support given to both groups; senior high school and undergraduate students, most contributed to academic achievement (senior high school students = 50.6%; undergraduates = 72.4%), followed by self-development (senior high school students = 9.5%; undergraduates 4.3%), art (senior high school students = 4.3%; undergraduates = 4.3%), sports (senior high school students =4.8%; undergraduates = 6.7%), and ful llment of expectation (high school students = 9.2%; undergraduates 1%).
Keywords: family support; achievement
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