The Effect of Parenting Style on Students’ Learning Achievement with Social Interaction as a Mediating Variable in Elementary Schools

This study examines the effect of parenting style on students’ learning achievement with social interaction as a mediating variable among third-grade elementary school students in West Bekasi District. The research employed a quantitative correlational approach involving 68 students selected from a population of 95 students. Data were collected using parenting style questionnaires, social interaction questionnaires, and documentation of students’ learning achievement. Data analysis was conducted using multiple regression and mediation analysis with SPSS.The results of the multiple regression analysis indicated that parenting style and social interaction simultaneously had a significant effect on students’ learning achievement (R = 0.907; R² = 0.822; F = 149.965; p < 0.001). Parenting style had a significant positive effect on learning achievement (β = 0.702; t = 7.189; p < 0.001) and significantly influenced social interaction. Social interaction also had a significant effect on learning achievement (β = 0.233; t = 2.385; p = 0.020). Furthermore, mediation analysis revealed that social interaction partially mediated the relationship between parenting style and learning achievement, as indicated by the decrease in the direct effect of parenting style after the inclusion of the mediating variable. These findings suggest that positive parenting practices contribute to improved students’ learning achievement both directly and indirectly through enhanced social interaction. This study highlights the importance of collaboration between parents and schools in fostering students’ academic success

parenting style; social interaction; learning achievement

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