Self-Efficacy As A Mediator Of Parental Involvement And Student Engagement In Senior High School Students

Abstract

The success of the educational process at the Senior High School (SMA) level is influenced by the level of student engagement in learning activities. In this context, parental involvement in a child's education is believed to play an important role in enhancing student engagement at school. This study aims to examine the indirect effect of parental involvement on student engagement among high school students, with self-efficacy as a mediating variable. The hypothesis of this study is that there is an indirect effect of parental involvement on student engagement with self-efficacy as a mediator. The study involved 407 students as research subjects. The sampling technique used was purposive sampling, with the criteria being high school (or equivalent) students from across Indonesia. Data were collected using the Student Engagement Scale, the Parental Involvement in Education Measure, and the General Self-Efficacy Scale (GSES). Data analysis was conducted using Jamovi software with the help of the medmod module. The results of the path analysis in the indirect effect column showed a p-value of 0.001 (p < 0.050), with a mediation effect of 21.5%. The type of mediation found in this study is partial mediation. It can therefore be concluded that self-efficacy mediates the relationship between parental involvement and student engagement among high school students. These findings contribute to social cognitive theory by highlighting self-efficacy as a psychological bridge between family context and school engagement, and suggest that school–family collaboration programs should prioritize strategies that strengthen students’ self-efficacy