Motivation, emotional intelligence, and parental support predict learning outcomes in elementary students

This study examines how learning motivation, emotional intelligence, and parental support influence elementary students’ learning outcomes. Using a quantitative, non-experimental cross-sectional design, data were collected from 240 randomly selected students aged 9–14. The research employed instruments measuring learning motivation, emotional intelligence, parental support, and learning outcomes across several key indicators. Data were analyzed through Conditional Process Analysis using IBM SPSS and SmartPLS. The findings reveal that learning motivation does not directly affect academic achievement; rather, it does so indirectly through emotional intelligence. Emotional intelligence is significantly influenced by the level of parental support students receive. These results highlight the interconnected role of internal factors, such as motivation and emotional development, and external factors, particularly parental involvement, in shaping student performance. Overall, the study underscores the importance of strengthening students’ motivation, developing emotional intelligence, and encouraging active parental support to enhance learning outcomes in elementary education settings.