Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement.
Abstract
This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan public school system in the mid-southern United States revealed that model constructs predicted significant portions of variance in parents' home- and school-based involvement even when controlling for family socioeconomic status. The predictive power of specific model constructs differed for elementary and middle school parents. Results are discussed in terms of research on parental involvement and school practice.
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Parents' involvement in their children's education is often constrained by practical challenges related to parents' skills, time, and energy.
“However, parents' involvement in their children's education is often constrained by practical challenges related to parents' skills , time , and energy .”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [23]
The SET kit helps parents reflect on their experiences in supporting their children's learning.
“The SET kit, with its name representing the key factors of S kill, E nergy, and T ime [23, 33], helps parents reflect on their experiences in supporting their children's learning.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [23]
Many parents face challenges including limited capability, availability, and motivation, which hinder effective participation in their children's learning.
“However, despite parents' desire to participate in their children's learning, many of them face challenges, including limited capability, availability, and motivation [23, 29, 33], which hinder effective participation.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [23]
The Hoover-Dempsey and Sandler (HDS) framework and the CAM framework both highlight that parents' perceived skills and knowledge (capability), time (availability), and motivation (energy) influence the extent of their engagement.
“The Hoover-Dempsey and Sandler (HDS) framework [23] and the CAM framework [33] both highlight these factors- parents' perceived skills and knowledge (capability), time (availability), and motivation (energy)-influence the extent of their engagement.”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [23]
The finding that parents' confidence often stemmed from personal expertise or interests is consistent with the Hoover-Dempsey and Sandler (HDS) framework.
“Confidence often stemmed from personal expertise or interests, consistent with the Hoover-Dempsey and Sandler (HDS) framework [23].”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [23]
These results exemplify prior parental involvement frameworks.
“These results exemplify prior parental involvement frameworks [23, 33]”
From SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot (2025) · cites this paper as [23]
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SET-PAiREd: Designing for Parental Involvement in Learning with an AI-Assisted Educational Robot
Ho, H.-R., Kargeti, N., Liu, Z., & Mutlu, B. (2025) · Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713330 · Cited by 24 · see citing works
- Authors
- Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M.
- Affiliations
- Long Island University (US)
- Vanderbilt University (US)
- ORCID
- Walker, Joan M. T.
- Venue
- Journal of Educational Psychology
- Published
- 2007-08
- Volume
- 99
- Issue
- 3
- Pages
- 532-544
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1984667607
- Cited by
- 803
- References
- 1
- Citations by year
- 2026: 25 · 2025: 34 · 2024: 48 · 2023: 50 · 2022: 52 · 2021: 53 · 2020: 65 · 2019: 58 · 2018: 62 · 2017: 41 · 2016: 48 · 2015: 52 · 2014: 51 · 2013: 47 · 2012: 36
- FWCI
- 59.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- US Department of Education (RR305T010673-02)
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › Diverse Education Studies and Reforms
- Social Sciences › Demography › Family Dynamics and Relationships
- Keywords
- parental involvement, parental motivation, home-based involvement, school-based involvement, elementary school parents, motivational beliefs, socioeconomic status
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