Self-Regulated Learning Strategies and Parental Involvement: Predictors of Academic Achievement
Kristoffer Villareal
Discipline: Education
Abstract:
Both self-regulated learning and parental involvement are important predictors of students’ study
success. However, previous studies on self-regulated learning and parental involvement have focused
on the school environment. This study explores situations related to the mentioned variables during
the COVID-19 pandemic. A descriptive correlational, causal design was used to explore the
relationship among variables. Survey data from 258 senior high school students were selected
through proportionate stratified random sampling. Modified instruments SRLS (Self-regulated
Learning Strategies) and PI (Parental Involvement) were used to collect participants’ responses. This
study revealed three key SRLS dimensions and two key parenting dimensions. The overall mean of
self-regulated learning and home learning are highly involved. Furthermore, help- seeking and selflearning styles have no relationship to academic performance. Meanwhile, goal setting, home-based,
and home-school have a stronger considerable effect on academic achievement. These results
underpin the importance of parents in education at the middle school age. Schools should be aware of
this and enhance parents’ educational involvement and the stimulation of self-regulated learning in
the home environment. The School-home relationship should be more structured to create awareness
about how to teach and coach the self-regulatory process at home and make learning progress more
vibrant.
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