Parental involvement plays a crucial role in shaping students’ academic outcomes. The study investigates the relationships between SES, parental involvements, parental self-efficacy, expectations, beliefs, and student academic achievement in Cambodian lower secondary schools. Using quantitative research design, data were collected from 351 parents through self-administered surveys. A mediation analysis was conducted to assess the direct and indirect effects of parental involvement. Findings indicate that home-based parental involvement positively predicts student achievement, while school-based involvement has a negative effect. Parental expectations emerged as a significant mediator, reinforcing the role of parental aspirations in academic success. However, self-efficacy exhibited a negative effect on achievement. SES was the strongest predictor of student achievement, highlighting its critical influence on access to educational resources. The study contributes to the growing literature on parental involvement in developing countries and highlights the need for context-specific strategies that align with Cambodia’s educational landscape.
Borey Be (Thu,) studied this question.