This study aimed to determine: 1) The correlation between perceptions on
parental involvement and students' academic self-efficacy in online learning; 2)
The correlation between perceptions on teacher’s social role and students'
academic self-efficacy in online learning; 3) The correlation between
perceptions on parental involvement and perceptions on teacher’s social role
with students' academic self-efficacy in online learning. The subjects were 900
senior and junior high school students in Buleleng Regency, Bali who took
online learning during the Covid-19 pandemic. The data collection tools used
were scale of student's academic self-efficacy, scale of perception on parental
involvement, and scale of the perception on teacher's social role. The simple
regression technique was used to analyze the first and second hypotheses,
while the multiple regression technique was used to tests the third hypothesis.
The results indicated that; 1) There was a positive relationship between
perceptions on parental involvement with students' academic self-efficacy in
online learning during pandemic period, 2) there was a positive relationship
between perceptions on teacher’s the social role and students' academic selfefficacy 3) there was a positive relationship between perceptions on parental
involvement and perceptions on teacher’s social role with students' academic
self-efficacy in online learning during pandemic