摘要：AbstractHomeschooling students can experience academic stress. Parent-child relationship, self-esteem, and also academic self-efficacy are assumed as factors influencing the academic stress. Do parent-child relationship, self-esteem, and academic self-efficacy have effect simultaneously to homeschooling students’ self-regulated learning? The purpose of this study is to measure the influence of parent-child relationship, self-esteem, and academic self-efficacy to academic stress on homeschooling students. The direct and indirect effect can be seen from the empirical model when fit the data. Subjects are 87 homeschooling students in Tangerang. Academic stress constructed from Ang et.al. (2009) (α = 0.875), academic self-efficacy constructed from Bandura (1997) (α = 0.907), self-esteem constructed from Rosenberg (1965) (α = 0.758), parent-child relationship constructed from Brook et.al. (2012) (α = 0.875). Structural Equation Model is used to analyze the data. The empirical model has goodness of fit. It explains the influence of parent-child relationship, self-esteem, and academic self-efficacy to academic stress on homeschooling students. The result shows that parent-child relationship has no direct effect to academic stress or indirect effect through academic self-efficacy. On the other hand there is indirect effect from parent-child relationship to academic stress through self-esteem. Parent-child relationship, self-esteem, and academic self-efficacy are good predictors to homeschooling students’ academic stress. But parent-child relationship only effects students’ academic stress through self-esteem and not strong enough to effects academic stress through academic self-efficacy. At this point, parents play important role to build positive self-esteem related to the homeschooling activities.
