Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Grijalva-Quiñonez, Christian Samir; Cuervo, Ángel Alberto Valdés; Parra-Pérez, Lizeth Guadalupe; García-Vázquez, Fernanda Inéz

doi:10.5093/psed2020a5

Cited by 28 publications

(28 citation statements)

References 77 publications

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“…A meta‐analysis study revealed that parental autonomy support is positively associated with students' intrinsic motivation (Vasquez et al, 2015). Another study revealed that parental autonomy support positively predicts high school students' self‐efficacy (Grijalva‐Quiñonez et al, 2020; Jungert & Koestner, 2015). Won and Yu's (2018) study suggested that parental autonomy support influences students' self‐efficacy for SRL.…”

Section: Research Hypothesis and Theoretical Model Constructionmentioning

confidence: 99%

“…In recent studies, Won and Yu (2018) found that students' perceived parental autonomy support is positively correlated with time management (one important sub‐dimension of SRL). Grijalva‐Quiñonez et al (2020) found that parental autonomy support is positively associated with children's SRL. In short, teacher autonomy support influences parental autonomy support, which, in turn, influences students' online SRL.…”

Section: Research Hypothesis and Theoretical Model Constructionmentioning

confidence: 99%

“…Martin et al ( 2021 ) revealed that self‐efficacy is significantly associated with achievement and significantly mediates the relationship between adaptability and achievement. In addition, research has investigated the mediating role of students' self‐efficacy between teacher autonomy support and students' deep learning (Zhao & Qin, 2021 ), children's academic achievement (Grijalva‐Quiñonez et al, 2020 ), and university students' academic success (Gutiérrez & Tomás, 2019 ). However, as far as we know, no study has investigated the mediating role that students' self‐efficacy plays on the influence of teacher autonomy support on students' online SRL.…”

Section: Introductionmentioning

confidence: 99%

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Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

2022

Computer Assisted Learning

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Background: Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students.Objectives: The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL. Methods: We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K-12 students who engaged in full-time online learning in their homes during the coronavirus disease 2019 (COVID-19) outbreak. Results and Conclusions: Parental autonomy support and students' self-efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self-efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL.Implications: On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self-efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self-efficacy.

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Section: Research Hypothesis and Theoretical Model Constructionmentioning

confidence: 99%

Section: Research Hypothesis and Theoretical Model Constructionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

2022

Computer Assisted Learning

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“…Orang tua juga memiliki pengaruh secara tidak langsung terhadap pencapaian prestasi akademik siswa melalui keterlibatannya di rumah maupun sekolah (Abd-El-Fattah, 2006). Beberapa penelitian menegaskan bahwa keterlibatan orang tua berpengaruh secara tidak langsung terhadap prestasi akademik melalui self-regulated learning (Farooq & Asim, 2020;Grijalva-Quiñonez, Valdés-Cuervo, Parra-Pérez, & García Vázquez, 2020;Xu, Benson, Mudrey-Camino, & Steiner, 2010). Hasil-hasil penelitian tersebut diperoleh di luar Indonesia dengan konteks budaya yang berbeda.…”

Section: Pendahuluanunclassified

Self-regulated learning sebagai mediator keterlibatan orang tua dan prestasi akademik siswa SMA

Freddy

Lestari

Prihartanti

2021

Persona

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Academic achievement is an important indicator of academic success. This study aims to analyze the effect of self-regulated learning in mediating the effect of parental involvement on academic achievement. Data collection for participants in this study (n = 206) was carried out using the convenience sampling technique. The validity of the items in the instrument was tested with the content validity index (CVI) and the reliability test used an internal consistency approach. The results of testing the validity of the parental involvement scale showed that the V Aiken coefficient ranged from 0.604-0.964 and Cronbach's alpha coefficient was 0.816, while the Motivated Strategy for Learning Questionnaire scale obtained the V Aiken coefficient between 0.821-0.928 with a Cronbach alpha coefficient value of 0.765 which met the validity and reliability requirements. Data analysis was performed using Structure Equation Modeling (SEM). Based on the research results that self-regulated learning mediates the effect of parental involvement on high school student academic achievement. The implication of this research is the importance of parental assistance in developing students' skills in planning and managing learning activities, not only on student achievement in academics.Keywords: academic achievement; high school students; parental involvement; self-regulated learning. Abstrak Prestasi akademik menjadi salah satu indikator penting dalam keberhasilan pendidikan. Penelitian ini bertujuan untuk menganalisis peran self-regulated learning dalam memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa. Sebanyak 206 orang siswa SMA berpartisipasi dalam penelitian ini. Pengambilan sampel dilakukan dengan menggunakan teknik convenience sampling. Validitas butir pernyataan dalam instrumen diuji dengan content validity index (CVI) dan uji reliabilitas menggunakan pendekatan konsistensi internal. Hasil pengujian validitas skala keterlibatan orang tua menunjukkan koefisien V Aiken berkisar 0,604-0,964 dan koefisien alfa Cronbach sebesar 0,816, sedangkan skala Motivated Strategy for Learning Questionnaire diperoleh koefisien V Aiken antara 0,821-0,928 dengan nilai koefisien alfa Cronbach sebesar 0,765 yang memenuhi persyaratan validitas dan reliabilitas. Data dianalisis dengan structure equation modelling (SEM). Hasil penelitian menunjukkan bahwa self-regulated learning memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa SMA. Implikasi dari penelitian ini adalah pendampingan orang tua pada siswa difokuskan pada upaya mengembangkan keterampilan siswa dalam merencanakan dan mengelola kegiatan belajar, bukan hanya pada capaian akademik siswanya.Kata kunci: keterlibatan orang tua; prestasi akademik; self-regulated learning; siswa SMA

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“…Tingginya pekerjaan rumah untuk PJOK ini dapat dimaklumi karena perubahan mode pembelajaran yang begitu mendesak sehingga menjadikan kurangnya persiapan guru dalam merancang pembelajaran (Lie et al, 2020). Dengan penggunaan metode pekerjaan rumah ini, peran orang tua menjadi sangat kritikal dalam menentukan keberhasilan pembelajaran dan pengembangan diri Siswa (Grijalva-Quiñonez et al, 2020) Indikator ketiga yang dianalisis dalam penelitian ini adalah kesesuaian dengan Rencana Pelaksanaan Pembelajaran yang menunjukkan bahwa mayoritas pembelajaran sesuai dengan RPP namun tidak dilaksanakan secara runtut (Gambar 3). Ditemukan hal ini penting untuk dinilai karena peralihan program belajar di rumah ini terjadi sangat cepat sehingga ada kemungkinan pelaksanaan pembelajaran tidak sesuai dengan RPP.…”

Section: Pembahasanunclassified

Pembelajaran pendidikan jasmani dan olahraga kesehatan di tengah darurat Covid-19 di Surabaya, dapatkah diterapkan?

Hakim¹,

Susanto²

2021

Multilateral

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Pandemi Covid-19 membawa perubahan fundamental terhadap pelaksanaan kegiatan pembelajaran, terutama Pendidikan Jasmani olahraga dan kesehatan (PJOK) yang harus beralih dari pembelajaran di lapangan menjadi pembelajaran jarak jauh. Namun hingga saat ini belum ada studi mengenai implementasinya pada Sekolah Dasar (SD) di Surabaya. Informasi ini sangat penting agar dapat memberikan gambaran kondisi riil dan arah perbaikan. Tujuan penelitian ini memberikan data riil implementasi pembelajaran PJOK di SD se Kecamatan Dukuh Pakis, Surabaya. Metode yang digunakan adalah survei, menggunakan kuesioner online, data dianalisis dengan deskriptif kuantitatif. Hasil penelitian menunjukkan, guru pendidikan jasmani di SD swasta di Kecamatan Dukuh Pakis (100%) tetap memberikan pendidikan jasmani; 83,3% menggunakan metode pembelajaran online. selanjutnya 66,7% sesuai rencana pelaksanaan pembelajaran tetapi tidak berurutan, 100% peserta didik antusias mengikuti pembelajaran, dan 58,3% menyatakan penilaian hasil belajar pada Pembelajaran Jarak Jauh (PJJ) tidak efektif. Kendala terbesar dari PJJ ini adalah ketersediaan internet. Kesimpulan penelitian ini adalah bahwa dalam situasi darurat Covid-19 pelaksanaan PJJ PJOK di SD swasta se Kecamatan Dukuh Pakis surabaya mayoritas sesuai dengan rencana pelaksanaan pembelajaran, namun terdapat kendala dalam pelaksanaan evaluasi hasil belajar dan ketersediaan sarana internet. Kata kunci: implementasi; pembelajaran PJOK; Covid-19.The Covid-19 pandemic brought fundamental changes to the implementation of learning activities, especially Physical Education (PE), which had to shift from learning in the field to distance learning. However, until now there is no study on its implementation in elementary schools in Surabaya, though this is very important to do in order to provide an overview and direction for improvement. This study aims to described the implementation of PE learning in elementary schools in Dukuh Pakis sub-district, Surabaya. The method used is a survey using an online questionnaire. The results of this study indicate that physical education teachers in private elementary schools in Dukuh Pakis sub-district (100%) continue to provide physical education, 83.3% use online learning methods. 66.7% according to the lesson plan but not sequentially, 100% of students enthusiastically participate in learning, and 58.3% stated that the assessment of distance learning were not effective. The biggest obstacle of this di/stance learning is the availability of internet. The conclusion of this research is that the implementation of PE distance learning during the Covid-19 pandemic in private elementary schools throughout the Dukuh Pakis sub-district, Surabaya, was mostly in accordance with the learning implementation plan, but there were obstacles in the implementation of the evaluation of learning outcomes and the availability of internet facilities.

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Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Cited by 28 publications

References 77 publications

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

Self-regulated learning sebagai mediator keterlibatan orang tua dan prestasi akademik siswa SMA

Pembelajaran pendidikan jasmani dan olahraga kesehatan di tengah darurat Covid-19 di Surabaya, dapatkah diterapkan?

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