Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Learning Sciences and Human Development

Committee Chair

Van Dempsey

Committee Co-Chair

Andrew Katayama


The purpose of this study was to examine the relationships among self-regulated learning (SRL), parental involvement (PI), homework (HW), and cumulative grade point average (CGPA), and the differences between gender on these variables for high school students in rural West Virginia. Research was conducted at a rural high school, grades nine through 12, in North Central West Virginia. Participants in the study comprised of 50 students and 35 parents, for a combined total of 85 participants. Data were collected for students and parents from teachers' grade book, students' records, and two survey instruments---Bandura's Children's Self-Efficacy Scale (1990) and The Parent Involvement Scale, constructed by the investigator specifically for this study. The present study tested 10 hypotheses. The first six hypotheses investigated the relationship among SRL, PI, HW, and CGPA. The next four hypotheses (seven through 10) examined the differences between gender on the same four variables. Spearman Rho (rs) was used to test hypotheses one through six for relationships. A Mann Whitney U was used to examine hypotheses seven through 10 for differences. The present study found statistically significant positive relationships between SRL and CGPA, between HW and CGPA, and between SRL and HW; and statistically significant differences between gender on SRL, and between gender on HW. The study also found that there were no statistically significant relationships between PI and CGPA, between PI and SRL, and between PI and HW. There were also no statistically significant differences between gender on PI, and between gender on CGPA. The results of this study found no statistically significant relationships or differences between PI and any of the other variables investigated. These findings are discussed.