Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

摘要

Student engagement becomes one of concepts in students who have an important role in students' academic performance. Based on previous literature studies, this study aims to analyze the predictions of parental involvement, peer attachment, teacher support, and academic self-efficacy to student engagement. Respondents of this research are 100 high school students. Measurements for student engagement variables in the study used student engagement scale that adapted by Sa'diyah and Qudsyi from School Engagement Scale by Frederick et al. Meanwhile, measurement of parental involvement using an instrument from Wantara and Qudsyi which is an adaptation of the scale by Hoover-Dempsey et al. Peer attachment variable using a measurement tool adapted from Inventory of Parent and Peer Attachment (IPPA) developed by Armsdern and Greenberg, teacher support variable using a measurement tool adapted from Perceived Teacher Academic Support Scale (PTASS) from Chen, and academic self-efficacy variable using instruments from Raharjo and Qudsyi which is adaptation from Butler. Based on data analysis that has been done, the results obtained indicate a significant relationship between parental involvement, academic self-efficacy, teacher support, peer attachment, and student engagement among high school students. The results were obtained from value of R = 0.476 and value of p = 0.000 (p <0.01). Thus, it can be said that parental involvement, academic self-efficacy, teacher support, and peer attachment together can predict significantly student engagement in high school students, with an effective contribution of 22.7 percent. Based on another regression analysis, the results showed that academic self-efficacy was the strongest variable in predicting student engagement in high school students. Even though other variables (in this case parental involvement, teacher support, and peer attachment) were not included in the analysis process, academic self-efficacy variable can still predict student engagement independently, with an effective contribution of 17.6 percent.