The Role of Parental Social Support and Self-Efficacy in Encouraging the Learning Independence of Elementary School Students

Abstract

Student learning independence presents a significant challenge, as numerous students exhibit an undue dependence on peers or instructors and a deficiency in motivation for self-directed learning. This study examines the development of learning autonomy in fourth-grade students at public elementary schools in relation to self-efficacy and parental support. This study used an ex post facto design and quantitative methodology, with a sample of 150 students drawn from a population of 228, using the Taro Yamane formula at a 5% significance level. Data was collected using validated and reliable questionnaires, and normality and linearity were assessed prior to hypothesis testing using Pearson correlation. The findings revealed a significant positive correlation between self-efficacy and learning independence (r = 0.249) and between parental support and learning independence (r = 0.431). The determination coefficient of 0.272 indicates that the combined influence of self-efficacy and parental support is more significantly associated with learning independence (r = 0.521), accounting for 27.2% of the variance in students' learning independence. The findings provide empirical evidence of the synergistic impact in elementary education settings, implying that increasing students' self-efficacy and parental engagement can significantly improve learning autonomy