Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia

Research Article

Motivation, Learning Facility, Family Background and Achievment: Direct and Indrect Effects

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  • @INPROCEEDINGS{10.4108/eai.20-1-2018.2282442,
        author={Mustika  Amri and Ismi  Jafri and Maigustiana  Maigustiana},
        title={Motivation, Learning Facility, Family Background and Achievment: Direct and Indrect Effects},
        proceedings={Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia},
        publisher={EAI},
        proceedings_a={WMA-1},
        year={2019},
        month={9},
        keywords={motivation facilities family  background achievement},
        doi={10.4108/eai.20-1-2018.2282442}
    }
    
  • Mustika Amri
    Ismi Jafri
    Maigustiana Maigustiana
    Year: 2019
    Motivation, Learning Facility, Family Background and Achievment: Direct and Indrect Effects
    WMA-1
    EAI
    DOI: 10.4108/eai.20-1-2018.2282442
Mustika Amri1,*, Ismi Jafri2, Maigustiana Maigustiana3
  • 1: Finance and Banking Department, Politeknik Negeri Lhokseumawe, Aceh,Indonesia
  • 2: SMK Negeri 1 Takengon, Takengon, Aceh Indonesia
  • 3: SMP Negeri 2 Pintu Rime Gayo, Aceh, Indonesia
*Contact email: mustika.amr@gmail.com

Abstract

Many studies on learning variabels have been doing for numbers of years. However the discussion on the family background, motivation, and facilities variables are assumed as key factors are rarely discussed. In this study, we tried to look through direct and indrect effects of family background, facility, motivation on achievement. The questioners were spread out to 100 samples of students. The students were asked to fill out 20 items related to facility and motivation. While the rest of 10 items related to their family background were completed their parents at home. The result showed that motivation and family background had significant effect, either direct or indrect on achievement. However, we found different result on learning facilities. They did not predict achievement either direct or indrect effects.