Title: How does technology support from teachers, parents, schools, and learning environments affect students' learning motivation and overall performance? Evidence from developing countries

Authors: Muhammad Aizri Fadillah; Mhd Rafi'i Ma'arif Tarigan; Febry Azmiana Siregar; Lisa Amalia; Usmeldi

Addresses: Universitas Negeri Padang, Padang, West Sumatra 25171, Indonesia ' Universitas Islam Negeri Sumatera Utara, Medan, North Sumatra 20235, Indonesia ' Universitas Negeri Medan, Medan, North Sumatra 20221, Indonesia ' University of Debrecen, 4032 Debrecen, Egyetem tér 1, Hungary ' Universitas Negeri Padang, Padang, West Sumatra 25171, Indonesia

Abstract: 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.

Keywords: technology support; learning motivation; student performance; PLS-SEM; machine learning.

DOI: 10.1504/IJMLO.2026.150383

International Journal of Mobile Learning and Organisation, 2026 Vol.20 No.1, pp.93 - 122

Received: 02 Feb 2025
Accepted: 20 Apr 2025
Published online: 12 Dec 2025 *

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