<![CDATA[This study investigates the effect of Scouting Activities and Environmental Support on Students’ Academic Achievement with Self-Regulated Learning (SRL) as a mediating variable using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The research employed a quantitative survey design involving students participating in scouting and academic activities. Data were collected using a structured questionnaire distributed through Google Forms and analyzed using SmartPLS. The measurement model evaluation confirmed that all constructs met the criteria for convergent validity, discriminant validity, and reliability, with factor loadings above 0.70, AVE values above 0.50, and composite reliability values exceeding 0.70. The structural model results revealed that Scouting Activities had a positive and significant effect on Self-Regulated Learning (β = 0.419; p < 0.05) and Academic Achievement (β = 0.587; p < 0.05). Environmental Support also showed a positive and significant influence on Self-Regulated Learning (β = 0.575; p < 0.05), but its direct effect on Academic Achievement was not statistically significant (β = 0.383; p > 0.05). Furthermore, Self-Regulated Learning did not significantly affect Academic Achievement (β = -0.059; p > 0.05), indicating that the mediating role of SRL was not supported in this model. The findings suggest that scouting participation and supportive environments contribute substantially to students’ self-regulation abilities, while academic achievement is more directly influenced by students’ active engagement in scouting activities. This study contributes to the literature on extracurricular education, environmental support, and student academic development by highlighting the importance of non-cognitive factors in educational achievement.]]>
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