Abstract

This study aimed to examine the impact of parental styles on the computer-related self-regulatory learning (SRL) of secondary school students. Qualitative data from group interviews conducted in twelve schools and interviews with twelve classroom instructors were analyzed to identify the parental styles of authoritarian and permissive parents. Additionally, data from focused group interviews with 300 students were analyzed using theme analysis to identify trends in SRL and academic achievement. Results revealed that academically motivated students, who excel set goals, planned strategies, evaluated their performance, and used coping mechanisms. Conversely, permissive parenting was found to have a negative impact on academic performance. Findings suggest that secondary students are capable of implementing SRL-based solutions to improve academic outcomes.