A range of challenges emerged during the onset of the pandemic, which significantly influenced parenting and educational approaches. Consequently, there is a need for effective strategies to ensure that online learning becomes both engaging and successful. Although students were expected to develop independence and time-management skills in the online learning environment, many lacked the motivation or initiative to learn. This study seeks to explore the relationship between parental involvement, self-efficacy, and academic flow in relation to self-regulated learning during the pandemic, as an effort to identify an appropriate educational strategy. A quantitative research approach was employed, involving a sample of at least 211 students from “Sekolah Menengah Kejuruan” (SMK) in Salatiga City. Data were collected through questionnaires and analyzed using multiple regression analysis. The findings indicate that self-regulated learning is positively influenced by parental support, self-efficacy, and academic flow, with a correlation coefficient of up to 0,693. Furthermore, the combined contribution of these independent variables to the dependent variable reached 48%. Therefore, it is essential to continuously enhance students' self-efficacy and academic flow through supportive measures such as counseling guidance and the provision of rewards for high-achieving students.