Muhammad Aizri Fadillah, Mhd Rafi’i Ma’arif Tarigan, Febry Azmiana Siregar, Lisa Amalia, Usmeldi
The present study explores the impact of support from teachers, parents, schools, and learning environments on students’ motivation and overall performance. Data were collected from 283 high school students in Indonesia. The analysis employed PLS-SEM to test the correlational model and machine learning powered by SHAP, Boruta, and Ranger for predictive modelling. Technology support from teachers, parents, and learning environments significantly improved students’ learning motivation and overall performance, but school technology support did not. The predictive model identified digital information-gathering activities, teacher explanations of technology use, and parental support for learning to use technology as the main predictors of student motivation and performance. While school support did not directly affect motivation and performance, providing access to information and creating a conducive learning environment remains important. These insights contribute to the technology-based education literature and significantly affect educational policies and instructional strategies, especially in developing countries. Copyright © 2026 Inderscience Enterprises Ltd.
Universitas Negeri Padang, West Sumatra, Padang, 25171, Indonesia; Universitas Islam Negeri Sumatera Utara, North Sumatra, Medan, 20235, Indonesia; Universitas Negeri Medan, North Sumatra, Medan, 20221, Indonesia; University of Debrecen, Egyetem tér 1, Debrecen, 4032, Hungary
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