The relationship between family involvement and the degree of self-regulated learning among students of communicative Malay literature

This study seeks to examine the relationship between family’s participation and self-regulated learning (SRL) among Sixth Form students undergoing a Kesusasteraan Melayu Komunikatif (Malay Communicative Literature) coursework. This study employed the quantitative approach through a survey to gather data using a questionnaire which validity and reliability had been evaluated by experts. SRL instrument was adapted from Motivated Strategies for Learning Questionnaire (MSLQ), whereas family participation was measured using a combination of the Parental Authority Questionnaire and the Perception of Parents Scales (POPS). A total of 100 Sixth Form students from a secondary school in Sarawak participated as respondents. Data were analysed using descriptive, inferential, and correlational statistics through SPSS version 25.0. The findings indicated a positive and significant relationship between students' levels of self-regulated learning (SRL) and family participation. Factors such as parental engagement, parenting style, and the home learning environment played significant roles in supporting the development of students' self-directed learning. This study was based on Bronfenbrenner's Social Ecological Theory (1979, 1986), which emphasizes the influence of the microsystem and mesosystem in shaping individuals. The results confirm that parental participation remains relevant in supporting students' self-regulated learning, even at the pre-university level.