Teacher Communications, Child Achievement, and Parent Traits in Parent Involvement Models

Abstract Theory and research on achievement goals and parent involvement were used to examine parental mastery orientation, performance orientation, and efficacy in involvement as predictors of parent involvement. Those variables were also investigated for their ability to mediate the effects of amount of teacher communications, child achievement, and parent education level and ethnicity on parent involvement. The primary direct predictors of parent home involvement were performance orientation, child achievement, mastery orientation, parent efficacy in involvement, and amount of teacher communications. Multiple-regression and path analysis results demonstrated the importance of parent mastery orientation and performance orientation as mediating variables in the study of parent involvement; four patterns of parent involvement should be examined in future research.