Relationship between Stress Level, Stress Coping, and Family Support with Learning Motivation in Students of SMA Negeri 2 Mataram

Introduction: The World Health Organization reports that over 350 million people experience stress globally, ranking it as the fourth most common disease. Individuals cope through cognitive and behavioral strategies to manage stress. Stress levels, coping mechanisms, and family support are known to influence learning motivation. This study aimed to examine the relationship between these factors and learning motivation among students at SMA Negeri 2 Mataram. Methods: A correlational study with a cross-sectional design was conducted among 89 twelfth-grade students selected through simple random sampling. Stress levels were measured using the Perceived Stress Scale (PSS-10), coping mechanisms with ACOPE, family support with PSS-Fa, and learning motivation with the MSLQ. Univariate analysis used frequency distribution, and bivariate analysis used the Kendall Tau (τ) test. Results: Mild stress was reported by 43 students (48.3%), problem-focused coping by 52 (58.4%), good family support by 49 (55.1%), and high learning motivation by 46 (51.7%). Kendall Tau analysis showed significant positive correlations between stress level and learning motivation (r = 0.638; p = 0.000), coping mechanisms and motivation (r = 0.610; p = 0.000), and family support and motivation (r = 0.608; p = 0.000). Conclusion: There is a significant relationship between stress levels, coping strategies, and family support with students’ learning motivation, highlighting the influence of psychological and social factors on academic performance.