Abstract
Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. 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.
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This work is part of the Strategic Basic research project ‘Teaching in the bed of Procrustes’ (project number: 110020) financed by the Flemish Agency for Innovation in Science and Technology (IWT).
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Thomas, V., De Backer, F., Peeters, J. et al. Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environ Res 22, 345–363 (2019). https://doi.org/10.1007/s10984-019-09278-x
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DOI: https://doi.org/10.1007/s10984-019-09278-x