Family process factors, self-regulated learning and english academic achievement in seleted Malaysian secondary schools

Abstract

Nowadays students need to be self-regulated learners because of the complex nature of learning in the 21st classroom. However, neither students nor teachers can promote academic performance alone. Families, also, need to contribute in teaching and learning by providing positive family process factors (FPF). This study aims at examining the relationship between three main factors; Family Process Factors (FPF), Self-Regulated Learning (SRL), and English language achievement in three selected Malaysian secondary schools from the district of Gombak, Kuala Lumpur. The study sample includes 202 students who have been purposefully selected to respond to two surveys: Family Process Factors Questionnaire and Motivated Strategies for Learning Questionnaire, as well as report their recent marks in English as a Second Language (ESL) classroom. The path analysis technique, using AMOS data-fitting program and Sobel test of mediation, supported the hypothesized model by showing statistically significant path coefficients and fit indices. Primarily, it was found that FPF positively influences SRL. Secondly, SRL positively affects Achievement and, finally, SRL plays the role of mediator between FPF and Achievement. Thus, further interest in fostering SRL strategies among secondary school students should be paid by Malaysian parents in particular and educationists in general.