PREDICTORS OF PARENT INVOLVEMENT IN CHILDRENS SCHOOLING

The authors combined a multilevel model of parental context with a mul tidimensional conceptualization of parent involvement to examine the f actors influencing parents' involvement in their children's schooling. Three sets of factors were identified: parent and child characteristi cs, family context, and teacher behavior and attitudes. A diverse samp le of 209 mothers, their 3rd-5th grade children, and 28 teachers parti cipated. Parents, teachers, and children reported on 3 types of involv ement: school, cognitive, and personal. Mothers who felt efficacious, who saw their roles as that of teacher, and who viewed their children as less difficult were more involved in cognitive activities. A diffic ult context, social support, and teacher attitudes and practices were associated with both school and personal involvement, though some of t hese relations were moderated by gender with contextual factors affect ing involvement of mothers of boys and classroom factors affecting tho se of girls. The importance of a multilevel approach to increasing par ent involvement is discussed.