The Influence of Parental Support and School Environment on the Academic Achievement of Gifted Elementary School Students in Tasikmalaya City

Abstract

This study aims to analyze the effect of parental support and school environment on the academic achievement of gifted elementary school students in Tasikmalaya City. The research is based on the phenomenon that gifted students possess high intellectual potential, yet their achievement is strongly influenced by external factors, particularly parental involvement and school climate. A quantitative approach with a correlational survey design was employed. The research population consisted of all identified gifted elementary school students in Tasikmalaya, with a sample of 30 students selected through purposive sampling. The instruments used were parental support questionnaires, school environment questionnaires, and academic achievement data from report cards. Data were analyzed using multiple regression. The results revealed that parental support significantly affects academic achievement (p < 0.05), as does the school environment (p < 0.05). Simultaneously, both variables contribute 62.4% to the variation in gifted students’ academic achievement. These findings highlight that synergy between family and school is essential for optimizing the potential of gifted children.