THE INFLUENCE OF AUTHORITATIVE PARENTING AND TEACHER-STUDENT RELATIONS ON LEARNING ACHIEVEMENT: THE ROLE OF GRIT MEDIATION

This study aims to test the causal relationship model between authoritative parenting, teacher-student relationships, grit, and learning achievement in elementary school students. Student learning achievement in Indonesia, as reflected in PISA data and the National Assessment, is still a challenge that requires attention to noneconomic factors such as family support and school environment. This study adopted a quantitative approach with causal explanatory design to test eight hypotheses, including direct, indirect, and simultaneous influences. The research sample consisted of 302 grade V students from four State Elementary Schools in Bangkalan Regency, who were selected through cluster sampling techniques. Data collection was carried out through a questionnaire to measure the variables of authoritative parenting, teacher-student relations, and grit, as well as documentation of report card scores for learning achievement variables. The data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results of the study showed that: (1) authoritative parenting had a positive and significant effect directly on learning achievement and grit; (2) the teacher-student relationship has a positive and significant effect on grit, but not significantly on learning achievement; (3) grit does not have a significant direct influence on learning achievement; and (4) indirect influences, either partially or simultaneously, have not been proven to be significant. The main conclusion of this study is that authoritative parenting is a dominant predictor of student achievement and grit, while teacher-student relationships play a role in shaping grit character.