<![CDATA[Purpose : This study aims to analyze the effects of self-directed learning, learning style, parenting style, and the school environment on the interest in learning and academic achievement in economics among 11 th-grade students, with interest in learning serving as an intervening variable. Method: This study is descriptive and associative in nature, employing an quantitative approach. The study population consists of all 11th-grade student at SMAN 1 Koto Balingka for the 2025/2026 academic year, totaling 97 students. The sample was selected using total sampling, so the entire population served as the respondents. The instrument used was a closed-ended questionnaire. The data analysis technique employed was path analysis, and hypothesis testing was conducted using the t-test. Results : The results of the study indicate that self-directed learning, learning styles, parenting styles, and the school environment each have a significant effect on interest in learning. Furthermore, self-directed learning, learning styles, parenting styles, the school environment, and interest in learning also have a direct effect on academic achievement. In addition, these four exogenous variables were found to have an indirect effect on academic achievement through interest in learning as an intervening variable. The coefficient values for the indirect effects are, in order, 0.304; 0.328; 0.225; and 0.200, with all calculated t-values greater than the critical t-value (1.66071). The same results were found for the direct effects, with all calculated t-values also exceeding the critical t-value, so all alternative hypotheses (Ha) were accepted. Conclusion: The academic performance of 11th-grade students in economics at Koto Balingka State High School No. 1 can be improved by strengthening independent learning, adapting learning styles, improving parenting practices, creating a supportive school environment, and increasing students’ interest in learning.]]>
