Associations of Perceived Birth-Order Status and Family Harmony with Academic Achievement among Students at SMAN 1 Luhak Nan Duo, West Pasaman, Indonesia
Abstract
Academic achievement is no longer a foreign concept in the world of education. It is a crucial goal for students to achieve in school. Various factors related to academic achievement have a significant influence, both internal and external. Perceived birth-order status and family harmony are two particularly important factors; however, to date, no specific study has been conducted to examine the relationship between these two variables and student academic achievement. This study was conducted to examine the relationship between perceived birth-order status and family harmony and students’ academic achievement. The research method employed was a correlational design, with a sample of 90 students at SMAN 1 Luhak Nan Duo. The results of the study empirically demonstrate that perceived birth-order status and family harmony have a positive and significant relationship with student academic achievement, both partially and simultaneously. Partially, the perceived birth-order status has a strong relationship with students’ academic achievement, with a correlation coefficient of 0.626. Similarly, the variable of family harmony was found to have a strong relationship, with a correlation coefficient of 0.693. The results of the simultaneous analysis also indicate that the perceived birth-order status and family harmony have a strong relationship with academic achievement, with a correlation coefficient of 0.763. This proves that birth order and family harmony are closely related to students' academic achievement. However, the findings of this study cannot yet be generalized due to the relatively small sample size. Therefore, the researcher strongly recommends that other researchers conduct follow-up studies with a larger sample size, broader characteristics, a wider scope of research, and more comprehensive methods.
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Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’Achievement in Learning English:A CaseStudy at Secondary School Students in the Covid-19 Pandemic Situation. JELITA: Journal of English Language Teaching and Literature, (2).
Rezaei-Dehaghani, A., Keshvari, M., & Paki, S. (2018). The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013-2014. Iranian Journal of Nursing and Midwifery Research, 23(3), 183–187. https://doi.org/10.4103/ijnmr.IJNMR_87_17
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Sari, I. P., & Karneli, Y. (2021). Peran Lingkungan Keluarga Terhadap Kepercayaan Diri Anak dengan Model Konseling Psikologi Individual. SCHOULID: Indonesian Journal of School Counseling, 6(3), 239. https://doi.org/10.23916/08859011
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Sentosa, B. M., Khusaini, K., Latuconsina, H., Kamil, M., & Dahlan, J. A. (2024). The Role of School Quality and Students’ Health on Academic Achievement: A Binary Probit Regression Study. Jurnal Pendidikan Progresif, 14(2), 1023–1044. https://doi.org/10.23960/jpp.v14.i2.202475
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Shebloski, B., Conger, K. J., & Widaman, K. F. (2005). Reciprocal links among differential parenting, perceived partiality, and self-worth: A three-wave longitudinal study. Journal of Family Psychology, 19(4), 633–642. https://doi.org/10.1037/0893-3200.19.4.633
Singer, A. T., & Weinstein, R. S. (2000). Differential parental treatment predicts achievement and self-perceptions in two cultural contexts . J Fam Psychol, 14(3), 491–509.
Stankov, L. (2013). Noncognitive predictors of intelligence and academic achievement: An important role of confidence. In Personality and Individual Differences (Vol. 55, Number 7, pp. 727–732). https://doi.org/10.1016/j.paid.2013.07.006
Syarif, I., & Taek, P. D. Y. H. (2020). Dampak Keharmonisan Keluarga dan Pola Asuh Orangtua terhadap Prestasi Belajar Siswa SDN 113 Pana. AL MA ARIEF: Jurnal Pendidikan Sosial Dan Budaya, 2(1). https://doi.org/10.35905/almaarief.v2i1.1540
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Syukur, Y., Tania, I., & Zahri, T. N. (2019). Student’s Problems Learning and Guidance Counseling Services in the Era of Industrial Revolution 4.0. 5th International Conference on Education and Technology, 728–732.
Syukur, Y., Zahri, T. N., & Putra, A. H. (2024). Konseling Keluarga: Sebuah Upaya dalam Membangun Keluarga yang Harmonis. Rajawali Pers.
Telaumbanua, G. N., Zega, Y., Lase, S., & Telaumbanua, Y. N. (2024). Analisis Faktor-Faktor Yang Mempengaruhi Rendahnya Prestasi Belajar Siswa Mata Pelajaran Matematika. J-PiMat : Jurnal Pendidikan Matematika, 6(2). https://doi.org/https://doi.org/10.31932/j-pimat.v6i2.3816
Wang, Y., Huebner, E. S., & Tian, L. (2021). Parent-child cohesion, self-esteem, and academic achievement: The longitudinal relations among elementary school students. Learning and Instruction, 73. https://doi.org/10.1016/j.learninstruc.2021.101467
Weidman, A. C., Augustine, A. A., Murayama, K., & Elliot, A. J. (2015). Internalizing symptomatology and academic achievement: Bi-directional prospective relations in adolescence. Journal of Research in Personality, 58, 106–114. https://doi.org/10.1016/j.jrp.2015.07.005
Widiarti, J. A., & Prima, E. (2026). Analisis pengaruh keharmonisan keluarga terhadap kemampuan manajemen emosional dan prestasi belajar peserta didik. Psikosospen : Jurnal Psikososial Dan Pendidikan, 2(2).
Yusuf, S. (2017). Psikologi Perkembangan Anak dan Remaja. Remaja Rosdakarya.
Zhan, Q., & Wang, Q. (2021). The Development of the College Students’ Experience of Family Harmony Questionnaire (CSEFHQ). Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.658430
Afdal. (2021). Peran Dukungan Keluarga Terhadap Keberhasilan Belajar Siswa. Jurnal Konseling Dan Pendidikan, 9(2), 120–128.
Bowen, M. (1978). Family Therapy in Clinical Practice. Jason.
Credé, M., & Kuncel, N. R. (2008). Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/10.1111/j.1745-6924.2008.00089.x
Curtis, E., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6), 20–25. https://doi.org/10.7748/nr.2016.e1382
Diaconu-Gherasim, L. R., & Măirean, C. (2020). Depressive Symptoms and Academic Achievement: The Role of Adolescents’ Perceptions of Teachers’ and Peers’ Behaviors. Journal of Research on Adolescence, 30(2), 471–486. https://doi.org/10.1111/jora.12538
Duckworth, A. L., Quirk, A., Gallop, R., Hoyle, R. H., Kelly, D. R., & Matthews, M. D. (2019). Cognitive and noncognitive predictors of success. Proceedings of the National Academy of Sciences of the United States of America, 116(47), 23499–23504. https://doi.org/10.1073/pnas.1910510116
Fateel, M. J. (2019). The impact of psychological adjustment on private university students’ academic achievement: Case study. International Journal of Higher Education, 8(6), 184–191. https://doi.org/10.5430/ijhe.v8n6p184
Jensen, A. C., Whiteman, S. D., Fingerman, K. L., & Birditt, K. S. (2013). “Life Still Isn’t Fair”: Parental Differential Treatment of Young Adult Siblings. Journal of Marriage and Family, 75, 438–452.
Kahen, V., Susan, J., Gans, E., Kerr, S., & Lavalle, W. (2010). Managing the Transition to College: Family Functioning, Emotion Coping, and Adjustment in Emerging Adulthood. Journal of College Student Development, 51(6). https://doi.org/10.1353/csd.2010.0022
Khariroh, Jurahman, Y., & Musyadad, F. (2022). Pengaruh keharmonisan keluarga terhadap prestasi belajar peserta didik kelas V SD negeri 2 Pengasih Kulon Progo. AKADEMIKA: Jurnal Ilmiah Kependidikan, 21.
Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis. Educational Research Review, 25, 120–148. https://doi.org/10.1016/j.edurev.2018.10.001
Kumar, V. V., & Tankha, G. (2020). Influence of achievement motivation and psychological adjustment on academic achievement: a cross-sectional study of school students. Humanities & Social Sciences Reviews, 8(1), 532–538. https://doi.org/10.18510/hssr.2020.8165
Nismawati, Nugroho, C., & Sumitro. (2023). The Influence of Family Harmony and School Environment on Sociology Learning Achievement in Senior High School Students Kata kunci. JIIP (Jurnal Ilmiah Ilmu Pendidikan), 6(9). https://doi.org/https://doi.org/10.54371/jiip.v6i9.2902
Nurmawati, N., & Karneli, Y. (2021). Hubungan ketidakharmonisan keluarga dengan interaksi sosial siswa. COUNSENESIA Indonesian Journal of Guidance and Counseling, 2(2), 149–156. https://doi.org/https://doi.org/10.36728/cijgc.v2i02.1513
Perera, H. N., Mcilveen, P., & Oliver, M. E. (2015). The mediating roles of coping and adjustment in the relationship between personality and academic achievement. British Journal of Educational Psychology, 85(3), 440–457. https://doi.org/10.1111/bjep.12084
Putri, M. A., Neviyarni, N., & Syukur, Y. (2019). Konseling Keluarga dengan Pendekatan Rational Emotive Behavior Therapy (REBT): Strategi Mewujudkan Keharmonisan dalam Keluarga. ENLIGHTEN (Jurnal Bimbingan Dan Konseling Islam), 2(1), 1–8. https://doi.org/10.32505/enlighten.v2i1.1213
Quinn, D. M., Canevello, A., & Crocker, J. K. (2023). Understanding the role of depressive symptoms in academic outcomes: A longitudinal study of college roommates. PLoS ONE, 18(6 June). https://doi.org/10.1371/journal.pone.0286709
Rahardjo, A., & Pertiwi, S. (2020). Learning Motivation and Students’Achievement in Learning English:A CaseStudy at Secondary School Students in the Covid-19 Pandemic Situation. JELITA: Journal of English Language Teaching and Literature, (2).
Rezaei-Dehaghani, A., Keshvari, M., & Paki, S. (2018). The relationship between family functioning and academic achievement in female high school students of Isfahan, Iran, in 2013-2014. Iranian Journal of Nursing and Midwifery Research, 23(3), 183–187. https://doi.org/10.4103/ijnmr.IJNMR_87_17
Rosanti, Nawir, M., & Jais, H. M. (2023). Pengaruh Penerapan Metode Paikem Terhadap Hasil Belajar IPA Siswa SDN 73 Sudu Kabupaten Enrekang. Compass: Journal of Education and Counselling, 1(1).
Sakız, H., Özdaş, F., Göksu, İ., & Ekinci, A. (2021). A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education. SAGE Open, 11(1). https://doi.org/10.1177/21582440211003085
Sari, I. P., & Karneli, Y. (2021). Peran Lingkungan Keluarga Terhadap Kepercayaan Diri Anak dengan Model Konseling Psikologi Individual. SCHOULID: Indonesian Journal of School Counseling, 6(3), 239. https://doi.org/10.23916/08859011
Seko, I. I., Taher, J., & Sundah, A. J. A. (2023). Hubungan Keharmonisan Keluarga Dengan Prestasi Belajar Siswa Kelas X SMK Kristen 1 Tomohon. Jurnal Ilmiah Wahana Pendidikan, 9(8). https://doi.org/https://doi.org/10.5281/zenodo.8084102
Selvitopu, A., & Kaya, M. (2023). The relations between family contextual factors and academic achievement: Second-order meta-analysis. Research in Pedagogy, 13(2), 351–364. https://doi.org/10.5937/istrped2302351s
Sentosa, B. M., Khusaini, K., Latuconsina, H., Kamil, M., & Dahlan, J. A. (2024). The Role of School Quality and Students’ Health on Academic Achievement: A Binary Probit Regression Study. Jurnal Pendidikan Progresif, 14(2), 1023–1044. https://doi.org/10.23960/jpp.v14.i2.202475
Shanahan, L., Mchale, S. M., Crouter, A. C., & Osgood, D. W. (2008). Linkages Between Parents’ Differential Treatment, Youth Depressive Symptoms, and Sibling Relationships. Journal of Marriage and Family, 70, 480–494. https://doi.org/https://doi.org/10.1111/j.1741-3737.2008.00495.x
Shebloski, B., Conger, K. J., & Widaman, K. F. (2005). Reciprocal links among differential parenting, perceived partiality, and self-worth: A three-wave longitudinal study. Journal of Family Psychology, 19(4), 633–642. https://doi.org/10.1037/0893-3200.19.4.633
Singer, A. T., & Weinstein, R. S. (2000). Differential parental treatment predicts achievement and self-perceptions in two cultural contexts . J Fam Psychol, 14(3), 491–509.
Stankov, L. (2013). Noncognitive predictors of intelligence and academic achievement: An important role of confidence. In Personality and Individual Differences (Vol. 55, Number 7, pp. 727–732). https://doi.org/10.1016/j.paid.2013.07.006
Syarif, I., & Taek, P. D. Y. H. (2020). Dampak Keharmonisan Keluarga dan Pola Asuh Orangtua terhadap Prestasi Belajar Siswa SDN 113 Pana. AL MA ARIEF: Jurnal Pendidikan Sosial Dan Budaya, 2(1). https://doi.org/10.35905/almaarief.v2i1.1540
Syukur, Y., Ardi, Z., Zahri, T. N., & Putra, A. H. (2023). Determinant Factor Analysis of Family Psychological Resilience: A Study of Muslim University Staff in Indonesia. Islamic Guidance and Counseling Journal, 6(1), 209–222. https://doi.org/10.25217/igcj.v6i1.3626
Syukur, Y., Tania, I., & Zahri, T. N. (2019). Student’s Problems Learning and Guidance Counseling Services in the Era of Industrial Revolution 4.0. 5th International Conference on Education and Technology, 728–732.
Syukur, Y., Zahri, T. N., & Putra, A. H. (2024). Konseling Keluarga: Sebuah Upaya dalam Membangun Keluarga yang Harmonis. Rajawali Pers.
Telaumbanua, G. N., Zega, Y., Lase, S., & Telaumbanua, Y. N. (2024). Analisis Faktor-Faktor Yang Mempengaruhi Rendahnya Prestasi Belajar Siswa Mata Pelajaran Matematika. J-PiMat : Jurnal Pendidikan Matematika, 6(2). https://doi.org/https://doi.org/10.31932/j-pimat.v6i2.3816
Wang, Y., Huebner, E. S., & Tian, L. (2021). Parent-child cohesion, self-esteem, and academic achievement: The longitudinal relations among elementary school students. Learning and Instruction, 73. https://doi.org/10.1016/j.learninstruc.2021.101467
Weidman, A. C., Augustine, A. A., Murayama, K., & Elliot, A. J. (2015). Internalizing symptomatology and academic achievement: Bi-directional prospective relations in adolescence. Journal of Research in Personality, 58, 106–114. https://doi.org/10.1016/j.jrp.2015.07.005
Widiarti, J. A., & Prima, E. (2026). Analisis pengaruh keharmonisan keluarga terhadap kemampuan manajemen emosional dan prestasi belajar peserta didik. Psikosospen : Jurnal Psikososial Dan Pendidikan, 2(2).
Yusuf, S. (2017). Psikologi Perkembangan Anak dan Remaja. Remaja Rosdakarya.
Zhan, Q., & Wang, Q. (2021). The Development of the College Students’ Experience of Family Harmony Questionnaire (CSEFHQ). Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.658430
Authors
Sriani, D., Syukur, Y., Karneli, Y., & Ardi, Z. (2026). Associations of Perceived Birth-Order Status and Family Harmony with Academic Achievement among Students at SMAN 1 Luhak Nan Duo, West Pasaman, Indonesia. At- Ta’lim : Jurnal Pendidikan, 12(2), 223–233. https://doi.org/10.55210/attalim.v12i2.2612
Copyright (c) 2026 Dewi Sriani, Yarmis Syukur, Yeni Karneli, Zadrian Ardi
This work is licensed under a Creative Commons Attribution 4.0 International License.