The Relationship Between Toxic Parenting and Self-Control With Learning Achievement in High School Students

This study aimed to examine the relationship between toxic parenting, self-control, and academic achievement among senior high school students. A quantitative correlational design was employed. The population consisted of 338 eleventh-grade students at SMA, with 189 students selected using accidental sampling. Toxic parenting and self-control were measured using Likert-type scales, while academic achievement was assessed using students' report card scores. Data were analyzed using JASP version 0.17.1.0. The results showed that toxic parenting was not significantly associated with academic achievement (r = -0.082; p = 0.261), and self-control was also not significantly associated with academic achievement (r = 0.054; p = 0.459). Simultaneously, toxic parenting and self-control were not significantly related to academic achievement (R = 0.086; R² = 0.007; p = 0.499). Descriptive results indicated that toxic parenting was in the low category (M = 35.60), whereas self-control was in the moderate category (M = 20.41). These findings indicate that toxic parenting and self-control did not significantly explain variations in academic achievement within the study sample.