ORIGINAL ARTICLE
PARENTAL SUPPORT AND STUDENT DISCIPLINE IN
LEARNING: INSIGHTS FROM A QUANTITATIVE
CORRELATIONAL STUDY
Rahmatul Fauzana1*.
Triyono2.
Besti Nora Dwi Putri3 Universitas PGRI Sumatera Barat.
Indonesia *Corresponding Author: rahmatulfauzana123@gmail.
ABSTRACT
This study examines the problem of suboptimal learning discipline among studentsAimanifested in behaviors such as tardiness, incomplete assignments, and inconsistent study routinesAiand investigates whether parental social support is associated with stronger learning discipline.
The study aimed to .
describe parental social support, .
describe studentsAo learning discipline, and .
test the relationship between the two variables among Grade XI students at MAN 1 Pasaman Barat.
A quantitative correlational design was used with a sample of 65 students drawn from a population Data were collected using Likert-type questionnaires .
items measuring parental social support and 35 items measuring learning disciplin.
and analyzed using PearsonAos productAemoment correlation.
The results indicated that parental social support was generally high .
85% in the high categor.
, while learning discipline was moderately high .
08% in the moderately high categor.
Correlation analysis revealed a significant positive relationship between parental social support and learning discipline .
= 0.
p < .
In conclusion, stronger parental support is associated with better student learning discipline.
The findings imply that schools should strengthen parentAeschool collaboration and guidance and counseling initiatives to foster disciplined study habits.
Future studies should employ broader and more diverse samples, longitudinal designs, and multivariate models to test potential mechanisms .
motivation and self-regulatio.
and improve causal interpretation.
Keywords: Learning discipline.
Parental social support.
Pearson correlation.
Students.
INTRODUCTION
In contemporary schooling systems, learning outcomes are increasingly understood as the product of interconnected academic, socio-emotional, and behavioral processes rather than cognitive ability alone.
One behavioral component that consistently emerges as central to effective learning is learning disciplineAi studentsAo capacity to manage time, follow classroom routines, sustain attention, complete assignments, and comply with school norms.
In practical terms, discipline functions as a behavioral infrastructure for learning: without consistent routines and self-management, instructional quality and curriculum design often fail to translate into meaningful achievement gains.
This view is consistent with educational and developmental research positioning disciplined learning behaviors as a visible manifestation of selfregulation and executive control, which predict academic persistence and performance across adolescence (Zimmerman, 2000.
Pintrich, 2000.
Duckworth & Seligman, 2005.
Tangney et al.
, 2004.
Moffitt et al.
de Ridder et al.
, 2.
In Indonesia, the emphasis on holistic student development is embedded in the national education mandate that education should develop learnersAo potential and character, including responsibility and maturity.
The manuscript that underpins this study frames schools as formal institutions not only for knowledge transmission but also for behavior formation, aligning this rationale with the national education law.
Beyond this macro-level mandate, discipline is treated as an everyday indicator of educational quality because it affects the continuity of classroom instruction, the completion of learning tasks, and the climate for learning.
The same manuscript explicitly notes that education implementation should involve the formation of attitudes and discipline, and that cultivating discipline requires both studentsAo internal awareness and external encouragementAiparticularly from the family.
From a conceptual standpoint, the study operationalizes learning discipline as a multidimensional construct that includes .
the ability to manage study time at home, .
regular and persistent study habits, .
focused attention during classroom learning, and .
orderly adherence to school rules.
These dimensions overlap with international frameworks of self-regulated learning .
, goal setting, time management, attention contro.
and school
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ORIGINAL ARTICLE
engagement (Zimmerman, 2000.
Pintrich, 2000.
Wentzel, 1.
Accordingly, learning discipline can be interpreted as a bridging construct: it connects studentsAo internal regulation capacities with the external structure provided by home and school systems (Bronfenbrenner, 1.
Within this ecological perspective, parents remain one of the most influential and temporally stable sources of socialization for adolescents.
large international literature indicates that parental involvement, parental expectations, and supportive home learning environments are associated with stronger academic outcomes and more adaptive learning behaviors (Fan & Chen, 2001.
Jeynes, 2005, 2007, 2012.
Hill & Tyson, 2009.
Pomerantz et al.
, 2007.
Wang & Sheikh-Khalil, 2014.
Wilder, 2014.
Boonk et al.
, 2018.
Castro et al.
, 2.
This line of work converges on a key insight: family influence is not limited to direct academic assistance, but also operates through relational and motivational mechanisms that shape studentsAo self-regulation, persistence, and compliance with learning routines.
In many contexts, this influence is conceptualized through social supportAithe emotional and practical resources embedded in close relationships that help individuals cope, persist, and function effectively (House, 1981.
Cohen & Wills, 1985.
Cutrona & Russell, 1.
In the present study context .
Madrasah Aliyah settin.
, parental support is particularly salient because adolescents face competing demands: increasing academic workload, heightened peer influence, and greater autonomy, all of which can destabilize learning routines.
International evidence suggests that supportive parenting and family involvement can protect adolescentsAo motivation and discipline by enhancing perceived competence, reducing stress, and providing consistent structure (Ryan & Deci, 2000.
Bandura, 1986, 1997.
Grolnick & Slowiaczek, 1.
Therefore, examining parental social support as a predictor of learning discipline is both academically relevant and practically important for guidance and counseling (BK) services, school leadership, and familyAeschool partnership programs.
Despite broad agreement that families matter, the specific relationship between parental social support and learning discipline remains insufficiently clarified in several respects.
First, studies in different regions and school types often operationalize AusupportAy differentlyAisometimes as parental involvement, sometimes as parenting style, and sometimes as social supportAimaking it difficult to compare findings across contexts.
Second, not all forms of parental engagement are uniformly beneficial.
some practices may increase pressure, reduce autonomy, or produce mixed outcomes depending on adolescentsAo developmental needs and school demands (Pomerantz et al.
, 2007.
Hill & Tyson, 2.
As a result, it remains unclear why some empirical studies report strong associations between parental support and disciplined learning behaviors while others find modest or inconsistent relationships.
This uncertainty is directly acknowledged in the study manuscript, which notes that prior studies have produced varied resultsAisome showing significant effects of parental support on learning discipline, while others suggest weaker effectsAithus motivating further research to test the consistency of the relationship.
A second problem is practical: many schools continue to report discipline-related learning barriers such as tardiness, incomplete tasks, and low attentiveness, even when curricula and teaching methods are improved.
In the study setting, the researcherAos observations identified student discipline problems .
, difficulty managing study time at home, limited attention during learning, and low compliance with school rule.
, with interviews indicating patterns such as frequent tardiness, not bringing learning supplies, not completing assignments, and leaving class without These behavioral indicators reflect not only school-level issues but also home-based routines and parental monitoring/support processes, which are often outside the schoolAos direct control.
Given these challenges, a general solution increasingly emphasized in research and policy is to strengthen familyAeschool partnerships and targeted support structures that align student expectations across home and school.
Frameworks of parental involvement and homeAeschool collaboration .
EpsteinAos partnership model and Hoover-Dempsey & SandlerAos model of parental involvemen.
imply that students benefit when parents provide consistent messages, encouragement, and resources that support learning routines (Epstein, 2011.
Hoover-Dempsey & Sandler, 1995, 1.
In guidance and counseling practice, this translates into structured interventions such as parenting education, communication systems, and school-based programs that help parents provide developmentally appropriate support for adolescentsAo learning discipline.
The specific mechanism linking parental social support to learning discipline can be elaborated through several complementary theoretical lenses.
Social support theory proposes that emotional reassurance, informational guidance, and tangible assistance help individuals cope with demands and maintain adaptive functioning (House, 1981.
Cohen & Wills, 1.
In educational settings, social support is associated with better adjustment and academic functioning partly because it reduces stress and increases perceived EDUCATIONE: Journal of Education Research and Review | 296
ORIGINAL ARTICLE
capability, which supports persistence and rule-following behavior (Malecki & Demaray, 2.
Selfdetermination theory (SDT) further explains that adolescentsAo sustained discipline depends on the satisfaction of autonomy, competence, and relatedness needs.
parental support that is warm, respectful, and appropriately structured strengthens intrinsic motivation and internalization of learning norms (Ryan & Deci, 2.
From this view, disciplined learning behaviors .
, studying regularly, attending on time, completing task.
are more likely when students experience supportive relationships that foster internal commitment rather than compliance driven solely by fear of punishment.
Social cognitive theory adds that parents influence discipline through modeling, encouragement, and efficacy beliefs.
When parents express confidence, provide constructive feedback, and supply needed resources, studentsAo self-efficacy and selfregulation increase, strengthening their ability to maintain learning routines (Bandura, 1986, 1.
This is consistent with self-regulated learning literature, which highlights the role of family structure and feedback in developing time management, goal pursuit, and attention regulation (Zimmerman, 2000.
Pintrich, 2.
In the study manuscript, parental social support is explicitly framed using SarafinoAos typologyAiemotional support, appraisal/esteem support, informational support, and instrumental supportAias a structured approach to capture how parents support learners.
This typology is practically useful because each support form suggests a different intervention pathway: emotional support can be strengthened through daily parentAechild communication.
informational support through guidance on study strategies.
support through learning resources and time allocation.
and appraisal support through recognition that reinforces disciplined behavior.
Meta-analytic evidence confirms that parental involvement and home-based support are positively related to studentsAo achievement and academic behaviors, but effect sizes vary based on age, type of involvement, and outcome measured (Fan & Chen, 2001.
Jeynes, 2005, 2007.
Hill & Tyson, 2009.
Boonk et al.
, 2018.
Wilder, 2.
For adolescents, home-based involvement that supports autonomy and learning routines tends to be more beneficial than direct control or excessive homework supervision (Hill & Tyson.
Pomerantz et al.
, 2.
Moreover, research suggests that the pathway from parental support to academic outcomes is often mediated by motivational and self-regulatory variables (Wang & SheikhKhalil, 2014.
Grolnick & Slowiaczek, 1994.
Ryan & Deci, 2.
However, two gaps remain prominent in relation to the current study.
First, many studies emphasize parental involvement broadly rather than examining parental social support as a multidimensional construct with distinct functional forms .
motional, informational, instrumental, and appraisa.
Second, there is a contextual gap: evidence from Indonesian madrasah settingsAiwhere cultural expectations, religious schooling environments, and family roles may shape discipline differentlyAiremains less visible in international syntheses and is often underrepresented in mainstream educational psychology literature.
The present study addresses these gaps by focusing on a clearly specified support framework (SarafinoAos social support dimension.
and a clearly operationalized learning discipline construct .
ime management at home, study regularity, attention in class, and orderly complianc.
It also anchors the inquiry in an empirically documented local problem: disciplinerelated learning barriers observed in MAN 1 Pasaman Barat, including time-management difficulties, low attentiveness, and rule noncompliance.
Building on the above rationale, the purpose of this study was to .
describe the level of parental social support among Grade XI students at MAN 1 Pasaman Barat, .
describe the level of studentsAo learning discipline, and .
examine the relationship between parental social support and studentsAo learning discipline in that setting.
The novelty of this study lies in its context-specific and construct-specific contribution: it examines the parentalAediscipline relationship in a madrasah aliyah context using a multidimensional parental social support framework .
motional, appraisal, informational, instrumenta.
and a discipline construct that reflects both home and classroom routines.
By focusing on discipline as a behavioral learning foundation .
ather than achievement alon.
, the study strengthens the applied relevance for BK programming and homeAeschool collaboration policies.
Hypothesis justification.
Based on social support theory, self-determination theory, and social cognitive perspectives, parental social support is expected to be positively associated with learning discipline.
Supportive parental behaviors can enhance studentsAo motivation, self-efficacy, internalization of learning norms, and access to learning resources, thereby strengthening time management, task completion, attentional control, and compliance with school routines (Cohen & Wills, 1985.
Ryan & Deci, 2000.
Bandura, 1997.
Zimmerman, 2000.
Wang & SheikhKhalil, 2.
Therefore, the working hypothesis is that higher parental social support will be associated EDUCATIONE: Journal of Education Research and Review | 297
ORIGINAL ARTICLE
with higher student learning discipline.
This study is scoped to Grade XI students at MAN 1 Pasaman Barat and examines two primary variables: parental social support and learning discipline, operationalized through established indicator frameworks used in the manuscript.
The design is correlational, focusing on the strength and direction of association rather than causality.
Consequently, the findings are intended to inform guidance and counseling practice and familyAeschool partnership strategies in similar educational contexts, while acknowledging that other factorsAipeer influence, teacher practices, school climate, socioeconomic constraints, and individual self-controlAimay also contribute to discipline and are not modeled as predictors in this study (Bronfenbrenner, 1979.
Hill & Tyson, 2009.
Moffitt et al.
, 2.
systematically establishing the territory .
iscipline as a foundational learning behavio.
, identifying the niche .
nconsistent findings and contextual underrepresentatio.
, and occupying the niche .
structured, context-specific correlational study using multidimensional construct.
, the present research is positioned to contribute both theoretically and practically to the strengthening of disciplined learning through familybased support and school counseling interventions.
METHOD
Research Design and Approach This study employed a quantitative, correlational research design grounded in a positivist approach, where hypotheses are tested using statistical procedures on numerical data.
The correlational technique was selected because the study aimed to determine the degree of relationship between two variables without manipulating or intervening in existing conditions.
Population and Sample / Participants The population comprised 230 eleventh-grade students (Grade XI).
A simple random sampling technique was applied to ensure that each student had an equal chance of selection, resulting in a final sample of 65 students.
The sample size was determined using guidance attributed to Suharsimi Arikunto, which suggests that when the population ranges approximately from 100 to 300, a sample of around 25% is acceptable.
The studyAos participants were drawn from two classesAiXI.
F-IA.
1 and XI.
F-IS.
2Aiselected using a lottery .
Table 1.
Population and sample summary Component Description Target population Grade XI students (N = .
Sampling technique Simple random sampling.
Sample size n = 65 Source classes XI.
F-IA.
1 and XI.
F-IS.
Data Collection Techniques and Instruments The data used for this study were collected through a self-report questionnaire survey administered to sampled students.
The study focused on two variables: Parental Social Support (X) and Learning Discipline (Y).
Parental social support was defined as parental attitudes and behaviors reflecting support given by fathers and/or mothers to their children, consisting of emotional, appraisal .
, instrumental, and informational support dimensions.
Learning discipline was defined as positive behavioral tendencies related to learning, including the ability to manage study time at home, maintain regular study habits, show attention during classroom learning, and demonstrate orderly behavior in the classroom.
Instrument structure and scoring EDUCATIONE: Journal of Education Research and Review | 298
ORIGINAL ARTICLE
The instruments were constructed using a Likert scale format.
The parental social support scale consisted of 31 items, and the learning discipline scale consisted of 35 items.
For scoring, responses were coded using a 5-to-1 scheme for favorable statements and reverse-coded .
-to-.
for unfavorable statements.
Table 2.
Variable operationalization and instrument composition Variable Code Indicators .
Parental Social Support Learning Discipline Emotional.
Appraisal/Esteem.
Instrumental.
Informational Time management at home.
Regular/consistent study.
Attention in class.
Classroom orderliness Number Data Analysis Procedures Before hypothesis testing, prerequisite analyses were conducted using SPSS version 25.
0, including:
Normality testing, to confirm that the data distribution met parametric assumptions.
and Linearity testing, to confirm that the relationship between variables could be treated as linear.
The reported significance values indicated that the data met these assumptions .
, normality Sig.
value greater than 0.
05 and deviation from linearity greater than 0.
Hypothesis testing To test the study hypothesis regarding the relationship between parental social support (X) and learning discipline (Y), the analysis applied the Pearson Product Moment correlation technique.
Correlation magnitude was interpreted using RiduwanAos classification: 0.
80Ae1.
ery stron.
, 0.
60Ae0.
, 40Ae0.
oderately stron.
, 0.
20Ae0.
, and 0.
00Ae0.
ery lo.
Validity.
Reliability, and Ethical Considerations Instrument validity and reliability testing was performed using Pearson Product Moment for item validity and CronbachAos Alpha for internal consistency reliability, applying the criterion that items are acceptable when r-calculated Ou r-table.
Because the study involved student participants in a school context, ethical safeguards should include: .
voluntary participation, .
informed consent .
rom students and/or guardians as required by school polic.
, .
anonymity and confidentiality of responses, and .
using the data only for academic research purposes.
These protections are standard practice for minimizing risk in educational survey research and aligning the study with responsible research conduct.
RESULTS AND DISCUSSION
Overview of participants, instruments, and analytic prerequisites The findings of this study clearly show that the research was conducted with 65 Grade XI students from a population of 230 students at MAN 1 Pasaman Barat, selected through simple random sampling .
from two classes (XI.
F-IA.
1 and XI.
F-IS.
The study employed two Likert-scale questionnaires: 31 items measuring parental social support and 35 items measuring learning discipline.
validity and reliability were tested using Pearson Product Moment and CronbachAos Alpha, and the main hypothesis was tested using Pearson Product Moment correlation.
Before interpreting the correlational results, the manuscript reports that statistical assumptions for parametric testing were met: the normality test indicated Sig = 0.
177 > 0.
and the linearity test reported deviation from linearity Sig = 0.
136 > 0.
05, supporting the use of Pearson correlation to estimate the association between parental support and learning discipline.
At the overall level, parental social support was predominantly in the high-to-very-high range.
The frequency distribution shows that 35 students were classified as High, 21 students as Very High, 8 students as Moderately High, and 1 student as Low, with no students in the Very Low category.
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Table 3.
Overall distribution of parental social support (N = .
Category Score interval Very High 131Ae155 High 106Ae130 Moderately High 81Ae105 Low 56Ae80 Very Low 31Ae55 Total % .
rom n/.
The manuscriptAos Table 1 states the AuHighAy category as 58.
85%, while the figure description states 85% for AuHighAy.
Because the frequency .
= .
is stable across the reporting and the percentage is a simple function of N, 35/65 corresponds to 53.
thus, the manuscript should harmonize these values during revision.
Substantively, however, both versions still convey the same conclusion: most students report high parental support, and only a very small subgroup reports low support.
The manuscript further decomposes parental social support into four indicators .
motional, esteem/appraisal, instrumental, and informationa.
Across indicators, the dominant pattern remains AuHigh,Ay but the strength of concentration differs by indicator, suggesting that the Ausupport profileAy is not Indicator A Ai Emotional support .
The largest group is High .
n = .
, followed by Very High .
n = .
, with small proportions in Moderately High and Low.
This indicates that many students perceive parents as providing empathy, attention, and emotional availabilityAiresources that can directly shape study persistence and reduce avoidance when students feel pressured by school tasks.
Indicator B Ai Esteem/appraisal support .
The largest group is High .
n = .
, with Moderately High .
n = .
and a smaller Low subgroup.
One minor issue is that the reported counts for this indicator sum to 64 rather than 65, implying either a reporting omission or rounding/entry inconsistency that should be checked in the dataset or output tables during revision.
Indicator C Ai Instrumental support .
The dominant category is High .
n = .
, followed by Moderately High .
n = .
, with very few in Low or Very High.
This pattern suggests that material or practical facilitation .
, supplies, transport, time assistanc.
is present for most students, but tends to cluster in the middle-to-upper range rather than being extremely high.
Indicator D Ai Informational support .
This is the strongest indicator, with High .
n = .
and Very High .
n = .
, and almost no Low category.
Practically, this implies that advice, guidance, and feedback from parents .
, reminders, suggestions, and problem-solving inpu.
is the most consistently experienced form of support by students.
To summarize the indicator profile compactly, the AuHighAy category is most dominant for Informational .
16%), then Esteem .
56%), then Instrumental .
76%), and then Emotional .
69%).
Learning discipline, at the overall level, is reported as predominantly AuModerately HighAy .
ukup tingg.
Specifically, the manuscript reports that learning discipline is most concentrated in the Moderately High category .
08%).
The figure narrative further notes that 13.
85% of students are in the Low category, indicating a meaningful minority who require targeted support.
A key descriptive interpretation emerges here: parental social support appears high, while learning discipline is only moderately high overall, meaning that strong support does not automatically translate into uniformly high discipline across all This mismatch becomes clearer when examining discipline indicators.
The manuscript reports four indicators of learning discipline: managing study time at home, regular/structured study habits, attention during classroom learning, and orderliness in following class/school rules.
The indicator-level distributions reveal which discipline components are relatively strong and which represent the main Audiscipline bottlenecks.
Ay Indicator 1 Ai Managing study time at home .
The largest group is Moderately High .
n = .
, but a sizable subgroup is Low .
n = .
This is an important pattern: time management at home is the area with the clearest vulnerability, suggesting competing demands, weak routines, limited self-monitoring, or inconsistent household Indicator 2 Ai Regular and structured study habits .
The largest group is again Moderately High .
n = .
, with Low .
n = .
and High .
n = .
This indicates that many students have AuadequateAy routines .
, sometimes following schedule.
, but fewer show consistently strong, high-level regularity.
Indicator 3 Ai Attention during learning in class .
This indicator is relatively stronger: nearly half are High .
n = .
, with Moderately High .
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ORIGINAL ARTICLE
and minimal Low.
Students appear more able to maintain discipline when the learning environment is structured externally .
eacher presence, classroom norm.
, compared to home contexts that rely heavily on self-regulation.
Indicator 4 Ai Orderliness during learning in class .
This is the strongest indicator:
High .
n = .
and Very High .
n = .
dominate, with no Low category.
This suggests that compliance with observable rules .
ttendance, classroom order, following procedure.
is more robust than discipline domains requiring private self-management at home.
The primary inferential finding is a positive, statistically significant association between parental social support and learning discipline.
The Pearson correlation table reports r = 0.
499 with Sig.
-taile.
= 0.
< 0.
and N = 65.
The manuscript interprets this as meaning that higher parental support .
ttention, motivation, guidanc.
corresponds to higher learning discipline.
Using the correlation magnitude, the shared variance is approximately rA OO 0.
25, implying that parental social support accounts for about onequarter of the variability in learning discipline at the bivariate level .
ot causal, but practically meaningful in an educational settin.
In the manuscriptAos own interpretive standard (RiduwanAos categorie.
, r = 0.
falls into the Aucukup kuatAy .
airly stron.
The observed patternAihigh parental support, moderately high discipline, and a moderate-to-fairlystrong positive correlationAiis broadly consistent with international literature that positions family support and parental involvement as reliable correlates of studentsAo academic behaviors, engagement, and achievement-related outcomes.
Across meta-analyses, parental involvement/support tends to show smallto-moderate average associations with academic performance and related learning behaviors, though effect sizes vary by type of involvement and student developmental stage (Fan & Chen, 2001.
Hill & Tyson, 2009.
Castro et al.
, 2.
Magnitude of association.
A correlation around r OO .
50 is stronger than many pooled estimates reported in meta-analyses of parental involvement and achievement .
ften around small-tomoderate level.
, but it remains plausible because .
this study focuses on a proximal behavioral outcome .
rather than distal outcomes like standardized test scores, and .
measurement alignment .
elfreport across both construct.
can inflate observed correlations through shared method variance (Podsakoff et al.
, 2.
The general direction is consistent with meta-analytic conclusions that parental involvement is positively associated with educational outcomes (Fan & Chen, 2001.
Castro et al.
, 2015.
Hill & Tyson.
Type of parental involvement/support matters.
International syntheses repeatedly show that academic socialization .
, expectations, values, guidanc.
tends to be more strongly associated with outcomes in adolescence than simple homework help (Hill & Tyson, 2.
In the present manuscript, the strongest parental support indicator is informational support .
16% in the high categor.
, which maps conceptually onto guidance, advice, and feedback.
This convergence strengthens the plausibility of the studyAos finding: in adolescence, parental informational guidance may be particularly relevant for discipline because it supports planning, problemsolving, and internalization of norms.
Motivational mechanisms.
Self-Determination Theory emphasizes that supportive social contexts foster internalization and self-regulation by meeting needs for autonomy, competence, and relatedness (Ryan & Deci, 2.
In the manuscript, parental support is conceptualized as attention, appreciation, guidance, and practical help.
Such support can reasonably contribute to learning discipline by strengthening studentsAo perceived competence (AuI can do thisA.
, relatedness (Aumy parents are with meA.
, and autonomy-supportive guidance (AuI understand why discipline mattersA.
, which are pathways widely discussed in motivational research (Ryan & Deci, 2000.
Pintrich, 2004.
Zimmerman, 2.
Nuances .
artial deviation.
relative to typical patterns.
Despite high parental support, overall discipline is only moderately high, and the weakest discipline areas are home time management and regular study This aligns with developmental and contextual research showing that adolescence is a period of heightened autonomy demands and competing peer/media influences.
consequently, discipline at home may depend not only on parental support but also on studentsAo executive functioning, digital habits, peer norms, and household structure (Steinberg, 2008.
Duckworth & Seligman, 2005.
Eccles & Midgley, 1.
In other words, parental support is important but may not be sufficient to produce uniformly high discipline without complementary self-regulation supports and consistent routines.
Additionally, meta-analyses note that some forms of parental involvement .
, controlling homework hel.
can show weak, null, or even negative associationsAiespecially when involvement occurs as a response to academic struggles .
reversecausality patter.
(Hill & Tyson, 2009.
Fan & Chen, 2.
The present study cannot test directionality.
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but the mixed discipline profile .
oderately high overall, with a notable low subgrou.
is compatible with the possibility that some parental support is reactive, intensified when students show weak discipline.
Patterns, trends, and the structure of the relationship A central pattern in the data is the asymmetry between school-structured discipline and home-based selfdiscipline.
Indicators that are enacted under external structureAiattention in class and orderliness/obedience to rulesAishow comparatively stronger distributions in high categories.
Meanwhile, indicators requiring self-management without immediate institutional structureAitime management at home and regular study habitsAicluster in moderately high categories with sizable low subgroups .
specially time management at home, where 27.
69% are in the low categor.
This structure matters because it suggests that Aulearning disciplineAy is not a single uniform behavior.
Rather, it is a bundle of behaviors with different psychological demands: .
compliance behaviors supported by environment and monitoring .
, and .
selfregulated behaviors supported by routines, planning, and delayed gratification .
The findings imply that parental support may contribute to both, but it may be especially critical for the second bundleAihelping students build routines, manage distractions, and plan study time.
Fit with the hypothesis and practical significance The hypothesis that parental social support is positively related to learning discipline is supported by a statistically significant correlation .
= 0.
p < 0.
The effect is not trivial: rA OO 0.
25 indicates meaningful shared variance for a school-based behavioral outcome.
In educational practice, relationships of this size often justify intervention attention because discipline is typically multiply determined and difficult to shift through a single lever.
However, the correlation is not near unity, and that is equally important: it implies that substantial variance (OO75%) remains unexplained by parental support alone.
Thus, the study supports a Auboth-andAy interpretation: parental support is a meaningful protective/enabling factor, but discipline also requires school practices, personal self-regulation skills, and peer/environmental Contribution to theory and literature Within the manuscriptAos conceptualization, parental social support includes emotional, esteem, instrumental, and informational components.
The indicator profile suggests that informational support is the most salient in this setting .
16% hig.
Theoretically, this reinforces a key idea in adolescent learning research: as students gain autonomy, parental influence shifts from direct control to scaffoldingAi communicating values, providing guidance, and supporting planning rather than merely enforcing This is congruent with meta-analytic conclusions that academically oriented socialization has strong links to adolescent outcomes (Hill & Tyson, 2.
The study also contributes locally relevant evidence for Islamic senior high school contexts (MAN), where discipline is a core educational value and parentAeschool cooperation is often emphasized.
The result supports the position that discipline-building interventions should not focus exclusively on students as isolated agents.
they should treat discipline as a relational and systemic outcome involving family support structures and school guidance services.
Practical and policy implications Given the distributional weaknesses and the correlation result, three practical priorities emerge: Target home-based discipline .
ime management and study routine.
The weakest discipline indicator is managing study time at home, including a sizable low subgroup.
Schools and BK services can implement structured programs such as: parent workshops on establishing home study routines .
ixed study hours, device rules, quiet study space.
student training on weekly planning, goal-setting, and self-monitoring logs.
AuhomeAe school contractsAy that specify mutually agreed expectations .
ime, tasks, feedbac.
Leverage informational parental support as the main intervention channel.
Informational support is already high, suggesting parents commonly provide advice and guidance.
Interventions should therefore help parents improve the quality of guidance: shifting from general reminders (Austudy moreA.
to actionable scaffolds .
lanning together, reflecting on obstacles, using supportiveAinot controllingAilanguag.
This aligns with SDT-informed recommendations that supportive contexts facilitate internalization and self-regulation (Ryan & Deci.
Use a tiered approach for the low-discipline subgroup.
The manuscript explicitly flags a minority in EDUCATIONE: Journal of Education Research and Review | 302
ORIGINAL ARTICLE
the low category for discipline.
For these students, universal programs may be insufficient.
BK can prioritize small-group counseling, mentoring, or behavioral contracts focused on attendance punctuality, homework completion routines, and reducing classroom disengagement.
At the policy level, the evidence supports strengthening parentAeschool partnership policies .
egular communication, parenting education, structured feedback loop.
Because the correlation is moderate, policies should be multi-component:
combining family engagement with classroom management, engaging pedagogy, and student selfregulation training.
CONCLUSION
This study aimed to describe parental social support and studentsAo learning discipline among Grade XI students at MAN 1 Pasaman Barat and to examine the relationship between the two variables.
The results show that parental social support was predominantly high .
85%), while studentsAo learning discipline tended to be moderately high .
08%).
prerequisite testing also indicated that the data met key assumptions .
ormality Sig.
= 0.
linearity deviation from linearity = 0.
PearsonAos correlation analysis demonstrated a positive and statistically significant association between parental social support and learning discipline .
= 0.
N = 65.
p < .
, indicating that stronger parental support is linked to better learning These findings reinforce social support theory in educational settings .
motional, appraisal, instrumental, and informational suppor.
and highlight the importance of strengthening familyAeschool collaboration through guidance and counseling (BK) services and school policies that promote disciplined learning behaviors.
Future research is recommended to expand the sample across schools/madrasahs, apply longitudinal or multivariate models .
, including mediators such as learning motivation or selfregulatio.
, and triangulate self-report data with teacher ratings and/or observational measures to enhance validity and explanatory power.
REFERENCES