Parental Involvement in Supporting Students’ Self-Regulated Learning

Abstract

This study investigates the relationship between parental involvement and high school students’ self-regulated learning (SRL) capacity. A survey-based quantitative research design was employed with a sample of 40 Grade 12 students enrolled in A-Level Physics at Mongolian Aspiration School, along with their parents or guardians. Pearson correlation analysis was used to determine the relationship of four SRL constituent factors—foundational knowledge, personal organization, growth mindset, and motivation—with students’ academic performance. A 17-item Likert-scale questionnaire (Cronbach’s α = 0.72) was developed and validated to measure four dimensions of parental involvement: home environment involvement, school activity involvement, support for goal attainment, and psychological support. Results revealed that foundational knowledge (r = 0.59) and personal organization (r = 0.54) demonstrated moderate correlations with SRL, while growth mindset (r = 0.35) and motivation (r = 0.32) showed fair correlations. The overall parental involvement index was 3.2 (moderate level), with psychological support (2.8) and goal-attainment support (2.7) rated lowest. Most critically, a very strong positive correlation (R = 0.94) was found between parental involvement and students’ SRL capacity. These findings underscore the necessity of redirecting parental support from material provision toward psychological encouragement, goal-setting facilitation, and self-regulatory skill development. A practical guideline for parents and guardians is proposed based on these findings.