The Effect of Parental Support, Social Environment, and Access to Educational Programs on the Educational Continuity of School Dropouts, with Learning Motivation as a Mediating Variable in Southeast Sulawesi

Abstract

This study aims to examine the effect of Parental Support, Social Environment, and Access to Educational Programs
on the Educational Continuity of School Dropouts, with Learning Motivation acting as a mediating variable in
Southeast Sulawesi. The research employs a quantitative approach using primary data collected through
questionnaires distributed to respondents involved in addressing school dropout issues. The total sample consisted of
200 respondents, selected using a proportional random sampling technique to ensure representative data. Data
analysis was conducted using Structural Equation Modeling (SEM) to evaluate both the measurement model and the
structural model, as well as to test the direct and indirect relationships among variables. The results indicate that
Parental Support, Social Environment, and Access to Educational Programs each have a positive and significant effect
on Learning Motivation. Furthermore, these three variables also have a positive and significant direct effect on
Educational Continuity. Learning Motivation is found to have a positive and significant effect on Educational
Continuity. The mediation analysis demonstrates that Learning Motivation significantly mediates the relationship
between Parental Support, Social Environment, and Access to Educational Programs on Educational Continuity. The
model shows strong explanatory power in explaining variations in both Learning Motivation and Educational
Continuity. These findings emphasize the importance of strengthening family involvement, social support systems, and
access to educational programs to improve learning motivation and support the reintegration of school dropouts into
the education system.