Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model
This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self‐regulation) are mediators between parent involvement and children's school performance. 300 11–14‐year‐old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience. Copyright © 1994, Wiley Blackwell. All rights reserved
Grolnick, Wendy S. and Slowiaczek, Maria L., "Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model" (1994). Psychology. 494.