Self-regulated learning and parental participation are crucial factors that can predict students' academic performance. Prior research on self-regulated learning and parental participation has been concentrated on the school setting. This study examines scenarios using the specified variables. A correlational strategy was employed to investigate the relationship between variables. Revised versions of the tools SRLS (Self-regulated Learning Strategies) and PI (Parental Involvement) were utilized to gather responses from the participants. This study identified three primary SRLS aspects and two essential parenting dimensions. The average of self-regulated learning and home-based activities is significantly correlated. Help-seeking and self-learning approaches do not correlate with academic performance, whereas goal setting, home-based learning, and home-schooling significantly impact academic achievement. These findings emphasize the significance of parental involvement. Schools should recognize this to improve parents' educational participation and promote self-regulated learning in the home setting. Enhancing the framework of the school-home relationship can increase awareness of teaching and guiding the self-regulatory process at home, leading to more dynamic learning progress.