Impact Antecedents Parental Involvement in Children's Academic Achievement with the Role of Mediating Learning Independent : Using PLS-SEM approach

: This study researching How involvement parent influence development academic children . There are three method parent can show involvement them . First , through conference at home , second , involvement at home , and finally , involvement at school . Reviewed How variables This influence performance academic students . Research This aiming For validate hypothesis and research connection between variables use approach survey questionnaire . Modeling equality structural analyze connection between variables use partial least squares method (PLS-SEM). Modeling this also shows reflection about connection between Parental involvement and achievement​ academic students . Modeling This assisted by structured learning​ itself and antecedents parental involvement is closely related with performance academic children . Research anecdotal has done on achievement academic child this . achievement learning , involvement parents , and the role mediation learning independent use PLS-SEM approach . Research results This will be very significant and useful for performance academic child . Study This aiming For analyze influence determinant parental involvement​ to achievement academic participant educate , with consider role mediation from ability Study independent (self-regulated learning), through Partial Least Squares Structural Equation Modeling (PLS-SEM) approach . Parental involvement identified as one of the aspect crucial in support success academic child , even though mechanism causal behind​ connection the Still need review more continued . Findings study indicates that aspects like parents ' expectations to child , intensity communication , as well as support in activity learning in the environment House in a way significant influence level parental involvement . Furthermore , parental involvement This contribute to strengthening capacity regulation self child in learning , which is No direct impact positive to improvement performance academic they