PARENTAL INVOLVEMENT AND SELF-REGULATED LEARNING AMONG GRADE 10 SENIOR HIGH SCHOOL STUDENTS

Authors

DOI:

https://doi.org/10.22460/fokus.v9i6.33593

Keywords:

Parental involvement, self-regulated learning, family–school partnership

Abstract

Parental involvement has been widely associated with students' academic success; however, its contribution to self-regulated learning (SRL) remains insufficiently explored, particularly in Indonesian secondary education. This study examined the relationship between parental involvement and SRL among 141 Grade 10 students at SMA Negeri 1 Tanggul using a quantitative correlational design. Data were collected through validated Likert-scale questionnaires and analyzed using descriptive statistics and Pearson Product–Moment correlation with IBM SPSS Statistics 26. The findings revealed a strong positive relationship between parental involvement and SRL (r = .757, p < .001), with parental involvement explaining 57.2% of the variance in students' SRL. These findings indicate that educational attention, communication, monitoring, support, and participation from parents constitute important contextual resources for fostering autonomous learning. The study extends previous research by positioning SRL as the primary educational outcome and highlights the importance of strengthening family–school partnerships to promote adolescents' independent learning and lifelong learning competencies.

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Published

2026-11-11

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Vol. 9 No. 6 (2026): Vol 9, No 6 November 2026

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