Connecting Home and School Within the Learning Ecosystem: The Role of Family Engagement in Self-Regulation, Well-Being, and Academic Burnout

Abstract

Students’ learning emerges from interactions among school experiences, family relationships, and environmental resources and cannot be limited to classroom activities. This study aims to explain the roles of family engagement and home-school communication quality in students’ academic self-regulation, school well-being, and academic burnout. Family engagement will be conceptualized not as direct control over homework, but as autonomy support, constructive dialogue, realistic expectations, continuous communication with teachers, and the provision of an appropriate learning environment. Structural equation modeling and interviews with students, parents, and teachers will be employed. Autonomy-supportive parenting and high-quality home-school communication are expected to enhance self-regulation and well-being, whereas excessive control and performance pressure may predict academic burnout. The findings may provide a foundation for redesigning school-based parental engagement programs around supportive partnership rather than surveillance, pressure, or one-directional communication.