Both parental involvement and self-regulated learning are important predictors of stu- dents’ 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 mid- dle 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.
Original languageEnglish
Pages (from-to)345-363
JournalLearning Environments Research
Volume22
Issue number3
DOIs
Publication statusPublished - 8 Jan 2019

    Research areas

  • Middle school, Parental involvement, School achievement, Self-regulated learning

ID: 44386464