The Influence of Parenting Styles and Peer Support on Self-Regulated Learning in High School Students from Non-Intact Families

Abstract

Self-regulated learning does not develop spontaneously but is shaped by the interaction between students’ internal factors and their external environment. Internal factors include knowledge, motivation, willingness, gender, and intelligence, while external factors comprise influences from family, school, and peers. This study examined the influence of parenting style and peer support on self-regulated learning among high school students from non-intact families, with self-adjustment as a mediator. The participants were 203 high school students from six schools in Depok, aged 15–19 years, who came from non-intact families, including single-parent families due to divorce or the death of a parent, as well as blended families with stepparents or stepsiblings. Data were collected using validated research instruments and analyzed through path analysis using SEM-PLS (Structural Equation Modeling–Partial Least Squares) with Smart PLS version 4. The results indicate that parenting style and peer support are positively associated with students’ self-regulated learning, whereas self-adjustment shows a negative relationship with self-regulated learning.