Effect of parental support on learning engagement in mathematics online learning environment: the mediating role of online self-regulated learning strategies

This study examines the effects of parental support on learning engagement and the mediating roles of self-regulated learning (SRL) in mathematics online learning environments. A sample of 112 undergraduate students from the mathematics departments of two public universities in Malaysia participated in the study. We analyzed the data using descriptive analysis and partial least squares structural equation modeling (PLS-SEM), and the study findings indicate that parental support significantly predicts online self-regulated learning (OSRL). In addition, OSRL is a significant predictor of students’ engagement. The results also suggest that OSRL fully mediates the relationship between parental support and learning engagement. However, parental support had no significant effect on learning engagement. This study highlights the importance of considering parental support and fostering OSRL strategies to promote learning engagement among mathematics higher learning institution students.

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