Interpersonal Relationships and Academic Performance: Discriminant Analysis and ANOVA of Elementary School Students

Although academic achievement and interpersonal relationships are recognised as related components in basic education, there is insufficient evidence to substantiate this association among young Indonesian students. The goal of this study is to look into how different levels of academic achievement in Indonesian elementary school students are influenced by interpersonal relationships, especially those involving teachers, peers, and parents. For this investigation, 240 participants were categorised based on their academic performance levels using a quantitative research approach. A 21-item Likert scale (1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = highly desagree) that was modified from (Collie, 2016) and (Chen, 2006) was used to collect data in order to evaluate the strength of relationships with parents, teachers, and peers. IBM SPSS 29.0 was used for discriminant analysis and ANOVA, and Smart PLS 4 was used for model fit analysis. Average report card grades, which were divided into accomplishment levels (sufficient, score < 80, n = 89), (notable, score 80-84.9, n = 83), and (outstanding, score ≥ 85, n = 68), were used to assess academic performance. A validated Likert scale was used to gather data in order to evaluate the strength of relationships with parents, teachers, and classmates. Although academic achievement and interpersonal relationships are acknowledged as related components in elementary education, there is little empirical data connecting these components among young Indonesian students. This study aims to investigate the impact of interpersonal relationships, particularly those with parents, instructors, and classmates.