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 self-learning 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.
