Understanding Parental Educational Involvement: The Roles of Parental General and Child-Specific School Readiness Beliefs

= 9,790), general school readiness beliefs and child-specific academic and behavioral competency beliefs were associated with school-based involvement in first grade. Kindergarten parents who held higher child-specific academic competency beliefs also reported less homework involvement and had greater teacher-reported classroom-based involvement in first grade. Family poverty status differences did not emerge. Findings can inform efforts to increase parental involvement by elucidating the ways in which parents' beliefs about their children motivate involvement strategies.