Moderating role of parental involvement between self-regulated learning, self-efficacy, and academic grades

Abstract

Self-regulated learning (SRL) is a growing trend in education that impacts students' academic performance and self-belief. This study investigated the relationship between self-regulated learning and academic grades and the correlation between student self-efficacy and university academic success. Research has suggested a relationship between self-regulated learning, academic success in terms of good grades, and increased self-efficacy. Students who have supportive parents tend to excel academically and have higher self-efficacy. The study involved 250 first- and second-year students from public universities who completed a survey that included the Self-Regulation Scale (22 items), General Self-Efficacy Scale (10 items), and Parental Involvement Scale (10 items) and CGPA of the students as an indicator of grades. The findings indicated that self-regulated learning significantly predicted academic grades and self-efficacy. Although parental involvement impacts academic performance, it is also strongly influenced by self-belief. Interestingly, parental involvement had contrasting effects on academic performance and self-efficacy in self-regulated learning. The study did not include teacher or peer involvement, which was acknowledged as a notable limitation.