Abstract:

The academic achievement of natural science in gifted students is not in accordance with their cognitive potential, even though natural science functions to comprehensively develop the cognitive and affective potential of gifted students to contribute widely to society. The purpose of this study is to empirically analyze the effect of father involvement, mother involvement, teacher and student interaction, and peer support on academic achievement of natural science in gifted students with self-regulated learning as a mediator. The subjects of this study were 45 gifted students with a minimum IQ of 130 (Wechsler Scale) who studied at the junior high school level. Data were collected from the father involvement scale, mother involvement scale, peer support scale, teacher-student interaction scale, and academic achievement test of natural science in gifted students developed by the researcher. Data analysis using Structural Equation Model with Partial Least Square (PLS). The results of the path analysis show that: 1) teacher and student interactions and peer support have affects the academic achievement of natural science in gifted students, while the father’s and mother’s involvement do not affect the academic achievements of natural science in gifted students. 2) teacher-student interactions and the mother's involvement have effects on self-regulated learning, while the father’s involvement and peer support have no effects on self-regulated learning 3) Academic achievement of natural science in gifted students is not influenced by self-regulated learning. Thus, self-regulated learning is not a mediator variable between social environmental factors and academic achievement of natural science in gifted students.

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