A study on Self-Regulated Learning of Senior Secondary Students on the basis of parental encouragement

Abstract

This study examines the impact of parental encouragement on the self-regulated learning (SRL) abilities of senior secondary students. A total of 300 students from Class 11 across Nagpur and Wardha districts were selected through stratified random sampling. A self-regulated learning scale and a parental encouragement questionnaire were administered to gather data. Statistical analysis using t-test and correlation revealed that students with higher parental encouragement demonstrated significantly better SRL abilities in areas such as goal setting, self-monitoring, and time management. The study concludes that parental involvement is a crucial factor in enhancing students’ self-regulatory learning behavior and recommends that parents be more engaged in their children’s academic planning and motivation.