The Relationship Between Family Involvement And The Degree Of Self-Regulated Learning Among Students Of Communicative Malay Literature

The study seeks to examine the relationship between familial involvement and the degree of self-regulated learning among sixth form students enrolled in the Communicative Malay Literature course. The research employed a quantitative approach through a survey using a validated and reliable questionnaire instrument, as assessed by specialists. The Self-Regulation Level (SRL) of students was evaluated with a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, familial influence pertinent to involvement was measured using the Parental Authority Questionnaire and the Perception of Parents Scales (POPS). A total of 100 respondents of the study who are Sixth Form students enrolled in a Malay Literature course at school. Descriptive analysis, inference, and correlation were employed to test the research questions utilizing the Statistical Package for the Social Sciences (SPSS) for Windows version 25.0 software. The findings of this study showed a significant correlation between self-regulated learning (SRL) and parental participation. Family participation consists of a number of aspects–collaborative involvement, educational approach, and learning environment–that influence the degree of student self-regulated learning. This study is grounded in Bronfenbrenner's Theory of Social Ecology (1979, 1986), which examines two fundamental layers of relationships between individuals and students: the microsystem and the mesosystem. Families may cultivate students who are more proficient and capable of making autonomous judgments. This study demonstrates that parental influence on self-regulation learning extends beyond elementary education to include higher education, specifically in the sixth form.