Factors influencing academic self-regulation of primary school children: Insights from Thai socio-cultural perspectives

While prior research has examined individual, family, or school factors influencing academic self-regulation (ASR), limited studies have integrated all three domains within a non-Western, such as Thailand. This study examines how individual, familial, and school-based factors influence ASR among Thai primary school children, with achievement emotions serving as a mediating mechanism. Anchored in a socio-cultural framework, the research explores how culturally embedded values such as respect for authority, emphasis on effort, and preference for social harmony shape students' emotional and motivational engagement with learning. Data were collected from 412 Thai primary school children using self-report questionnaires and analyzed through structural equation modeling. The results demonstrate that individual factors: namely, self-efficacy and effort influence ASR both directly and indirectly through positive achievement emotions. Parental support, teacher-facilitated interaction, and peer support also contribute meaningfully to ASR in ways that reflect culturally specific dynamics. These findings suggest that self-regulation is not merely an individual capacity but a culturally situated process influenced by emotional experiences and interpersonal relationships in the Thai socio-cultural context. The study contributes to the socio-cultural understanding of self-regulated learning by offering insights rooted in collectivistic cultures.