Parental and Teacher Autonomy Support in Developing Self-Regulation Skills

Homework is a key learning activity that promotes students' self-regulation, motivation, and academic achievement. Previous studies highlight the importance of parental and teacher autonomy support in fostering these outcomes, but the mechanisms underlying these relationships require further investigation. This study investigates the effects of parental and teacher autonomy support on students' self-regulation skills, mathematics homework completion, and academic achievement. Additionally, it examines whether gender moderates these relationships. The research was conducted with 530 middle school students from five public schools in Istanbul, covering 5th, 6th, and 7th grades. Data were collected on teachers' and parents' autonomy support in homework, students' self-regulation strategies, homework behaviors, and academic performance. Analyses were performed using SPSS 25 and AMOS 25 software, employing structural equation modeling (SEM) with mediation paths, multi-group path analysis, and correlation tests. The results indicate that both parental and teacher autonomy support positively influence students' use of self-regulation strategies, which in turn enhances homework completion and academic success. Self-regulation was found to mediate these relationships, confirming its crucial role in academic outcomes. However, gender did not significantly moderate these associations. This study advances the understanding of how parental and teacher autonomy support influence self-regulation, homework behavior, and academic achievement, contributing to the existing literature. By examining the mediating role of self-regulation and the moderating effect of gender, it provides in-depth insights into variations in homework engagement and academic outcomes. Findings highlight the importance of autonomy-supportive practices by parents and teachers to foster students' independent study skills. Future studies could extend these findings by examining subject-specific differences and longitudinal effect.