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Introduction: Parent training (PT) programs are recognized as effective interventions that enhance parenting techniques and improve the parent-child relationship. In Japan, these programs are increasingly implemented to help parents manage behavioral issues in children. This study evaluated the effectiveness of PT pamphlets designed and distributed in Shioya Town, Japan, by comparing outcomes between the intervention and control groups and within subgroups of parents, categorized based on their children's need for follow-up health checkups., Methods: The study included an intervention group that received PT pamphlets during their 1.5-year health checkups and a control group that did not. Data were collected through self-administered questionnaires at the 3.5-year health checkups, assessing adherence to 3 recommended parenting techniques. The analysis focused on comparing intervention and control groups, evaluating adherence to 2 recommended parenting techniques versus one or none. The study also analyzed adherence to each recommended parenting technique within subgroups of parents whose children needed follow-up health checkups and those whose children did not., Results: The study included 114 participants, with 55 in the intervention group and 59 in the control group. Analysis revealed that 29.1% of the intervention group adhered to 2 recommended parenting techniques, compared with 24.6% in the control group. However, no significant differences were observed between the intervention and control groups in adherence to 2 recommended techniques versus one or none, or to any single technique among the 3. Subgroup analyses revealed significant differences in adherence among parents whose children were identified to have developmental concerns at the 1.5-year health checkup and were required to have follow-up checkups, specifically in the "avoid immediate reactions" approach between intervention and control groups., Conclusions: The PT pamphlets effectively increased adherence to recommended parenting techniques in the intervention group among children requiring follow-ups. This underscores the importance of culturally adapted PT programs and demonstrates the potential of simple educational interventions in improving parenting styles., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Introduction: Neonatal care is complex, involving multiple people and technologies within a community of care. When preterm babies are cared for far from home and/or transferred between units, the whole community of care (and particularly parent participation) is disrupted. Although previous studies have captured subjective experiences of parents, there has been little research exploring the material practices undertaken by parents as a consequence of place-of-care decisions, or the social organisation of those practices., Methods: As part of a wider study exploring optimal place-of-care, semistructured interviews were conducted between July 2018 and October 2019 with 48 parents (36 families) with one or more preterm babies (born at 27-31 weeks gestation) cared for in a neonatal unit in the last 12 months., Findings: We highlight parents' labour-intensive and stressful work to: (1) parent in the neonatal care community (an oversight role that goes beyond contemporary notions of 'involvement'); (2) create continuity amid place-of-care disruptions; and (3) adapt to the managerial logics of neonatal care settings. Our analysis focuses on the work generated by managerial systems that organise place-of-care decision-making and other efficiency-focused practices. Parents are absorbed into negotiating institutional systems and diverted from routine parenting activities., Conclusion: Those involved in the organisation and management of neonatal care should take account of how managerial systems impact parents' workload, ability to participate in their baby's community of care and, ultimately, on the wellbeing and development of babies and their families., Patient or Public Contribution: The OPTI-PREM study embedded parents' experiences of neonatal care into the research, through a discrete workstream that employed qualitative methodology to capture parents' experiences-as reported in this paper. The OPTI-PREM project was also supported by a Bliss volunteer parent panel, which was involved in designing and overseeing the research. Bliss 'champion[s] the right for every baby born premature or sick to receive the best care by supporting families, campaigning for change and supporting professionals and enabling life-changing research' (https://www.bliss.org.uk/about-us/about-bliss). A representative of Bliss is a co-author of this manuscript, and a parent representative (named in the Acknowledgements) provided feedback during its preparation., (© 2023 The Authors. Health Expectations published by John Wiley & Sons Ltd.)

(1) Background: Family systems theories include assertations that both personal and environmental factors are determinants of parents' psychological health, well-being, and parenting quality. Applied family systems theories focus on determinants that can be operationalized as intervention practices. The analyses described in this paper focused on the direct and indirect effects of four family systems practices (family needs, resources, supports, and strengths), parents' psychological health (depression, well-being, etc.), and parenting quality (parenting beliefs, involvement, and practices) in families of children with identified disabilities, medical conditions, or at-risk conditions for poor outcomes; (2) Methods: Data from previously completed meta-analyses of the relationships between family systems practices and parents' psychological health outcomes and parenting quality outcomes were reanalyzed. Next, a meta-analysis of the relationships between parents' psychological health and parenting quality was completed to identify which predictors were related to which parenting quality outcomes. Both main effects and mediated effects were examined; (3) Results: The four family systems practices were each related to six different psychological health measures and three parenting quality measures. The six different parental psychological health measures were also related to the three parenting quality measures. The relationships between family systems practices and parenting quality were partially mediated by parents' psychological health; (4) Conclusions: The effects of family systems practices and parents' psychological health on parenting quality were primarily direct and independent. The relationships between family systems practices and parenting quality were partially mediated by parents' psychological health. Future research should focus on the identification of other mediator variables found to be important for explaining the indirect effects of family systems practices measures on parenting beliefs, behavior, and practices.

Limited research has examined the associations between child ADHD symptoms and parent involvement and has generally relied on the use of parents' retrospective reports of parent involvement and ADHD symptoms. Using daily reports, the current study explored the pathways between child ADHD symptoms and home-based parental involvement beliefs and behaviors. Data were collected daily from 26 parent participants over a 2-week period for a total of 315 time points. Daily surveys asked parents to report on child ADHD symptoms, parental self-efficacy, parental time/energy, and home-based involvement quality. Results indicated that parental self-efficacy mediated the association between children's inattentive symptoms and parental home-based involvement quality. Children's hyperactive/impulsive symptoms moderated the association between parental time/energy and parental home-based involvement quality. These results suggest that parental self-efficacy is an important factor in explaining how children's inattention is associated with parental quality of home-based involvement. In addition, the association between parental time/energy and home-based involvement quality was lower when parents perceived their child to have higher levels of symptoms., (Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

In this digital era, young children spend a considerable amount of time looking at telephone, tablet, computer and television screens. However, preventative eye health behavior education could help avoid and relieve asthenopia. The effects of parental influence on their children's eye health behavior through the preschool eye health education intervention program were examined. The Health Belief Model was used to develop parental involvement strategy and eye health curriculum. The study was conducted in a large public preschool with five branches in Beijing, China. A total of 248 parent-child pairs participated in the baseline and follow-up surveys, of which 129 were in the intervention group and 119 were in the comparison group. The generalized estimating equation analysis results indicated that parental involvement in preschool-based eye health intervention on screen uses had positive influence on parents' eye health knowledge, cues to action, and parenting efficacy. The intervention program also had positive effects on the increasing level of children's eye health knowledge, beliefs, cues to action, self-efficacy, and behaviors. The results supported the implementation of a preschool-based eye health intervention program with parental involvement, which could potentially enhance children's and parents' eye health beliefs and practices.

Parents' involvement in their children's education and parental warmth have been linked to many positive child outcomes. In addition to these positive associations, contemporary developmental theory stresses the interaction between different parenting variables and the interaction between parenting and broad contextual factors such as family socioeconomic status (SES). Thus, the purpose of this study was to examine main and interaction effects of parent home-based involvement and parental warmth on achievement outcomes. Additionally, we evaluated whether these variables also interacted with SES to predict students' achievement growth. Using the Early Childhood Longitudinal Study - Kindergarten Cohort of 2010-11 (N = 2352), growth of academic outcomes was modeled from kindergarten to the fourth grade. We then used latent variable interaction (Maslowsky, Jager, & Hemken, 2015) procedures to examine interaction effects of our primary study variables. Few significant effects were noted for children's reading and mathematics scores, but more substantial main (home-based involvement) and interaction (parental warmth and SES) effects emerged for science achievement. At high SES levels, warmth negatively predicted growth in science, whereas at lower SES levels, warmth positively predicted growth. Findings are discussed in relation to importance of parent involvement, differential effects across SES contexts, and curricular emphasis in contemporary schools., (Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

The current study longitudinally examined potential bidirectional associations between parents' home-based involvement, school-based involvement, and home-school communication and their children's externalizing behavior across child gender. Using the Early Childhood-Longitudinal Study - Kindergarten Cohort of 1998-99, three sets of analyses were conducted examining home involvement (n = 16,555), school involvement (n = 12,011), and home-school communication (n = 16,555). Cross-lagged panel analyses indicated a small effect of school-based involvement in kindergarten on externalizing behavior in the first grade but no other significant effects with no differences in patterns across gender. The utilized methodology also enabled an examination of longitudinal trends in different types of parent involvement across gender, which revealed important developmental differences in average parent involvement. Ultimately, the results of this study did not indicate robust unidirectional or bidirectional effects between parent involvement and student externalizing behavior. These findings are an important step forward in understanding the family variables influencing student behavior at school., (Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in meaningful post-school experiences by eight young adults with IDD and pervasive support needs. Secondary analysis of data from a prior interview study yielded this smaller sample of eight young adults with meaningful post-school experiences. Their parents were actively involved as fierce advocates and creative problem solvers. The active involvement of parents included: a) attitudinal facilitators, b) advocacy efforts and perceptions, and c) strategic actions. Implications for future research and practice are described.

Purpose: Although collaborative, culturally competent care has been shown to increase positive health outcomes and client satisfaction with services, little is known about the ways that clinicians implement service delivery models with immigrant families having a child with a disability. The purpose of this study is to examine the experiences of clinicians working with immigrant families raising a child with a physical disability and to examine the views and experiences of clinicians providing collaborative, culturally competent care to immigrant families raising a child with a physical disability., Method: This study draws on in-depth interviews with 43 clinicians within two pediatric centers in Toronto and Quebec., Results: Our findings show that clinicians remove or create barriers for immigrant families in different ways, which affect their ability to provide culturally competent care for immigrant families raising a child with a physical disability., Conclusions: Our findings suggest that there is a need for more institutional support for collaborative, culturally competent care to immigrant families raising a child with a physical disability. There is a lack of formal processes in place to develop collaborative treatment plans and approaches that would benefit immigrant families. Implications for Rehabilitation Clinicians need greater institutional support and resources to spend more time with families and to provide more rehabilitative care in families' homes. Building rapport with families includes listening to and respecting families' views and experiences. Facilitate collaboration and culturally competent care by having team meetings with parents to formulate treatment plans.

Objective: Specific parental behaviors and cognitions are associated with child anxiety. Studies informing us of the directionality of the associations are lacking. We investigated the effect of parental involvement in children's anxiety treatment on parental behaviors and cognitions., Method: Children (N=54, 7-12 years) and parents were randomly allocated to different treatment groups (involved, not involved). Observed behavior, self-reported behavior and cognitions were assessed separately for mothers and fathers at pre-, posttreatment and follow-up., Results: There were no differences over time for self-reported parental efficacy and observed negativity, but self-reported autonomy granting increased for both groups over time. Differential effects were found between groups for observed paternal over-involvement (fathers involved in treatment showed a more rapid decrease) and self-reported maternal autonomy-granting (non-involved mothers showed a greater increase)., Conclusion: Our findings suggest that child anxiety significantly influences parental behaviors and cognitions. Child therapy may successfully change the family system., (Copyright © 2014 Elsevier Ltd. All rights reserved.)

Objective: This study examined the degree and manner of involving parents in the treatment of dyslexic children. The study also identified therapeutic variables predicting the extent of parent involvement and the reasons for any instances of failed involvement., Method: A sample of 53 out of 120 randomly selected German dyslexia therapists (response rate: 44 %) filled out a paper-pencil questionnaire assessing the degree and manner of parent involvement in the treatment of dyslexic children. Furthermore, therapists' attitudes toward parent involvement and their subjective competence when working with parents were assessed., Results: The most common forms of parent involvement occurred during anamnesis and when drawing up recommendations for home exercises. The therapists' attitudes toward working with parents predicted the extent of parent involvement (β = .58). There was a significant correlation between working with parents and the subjective competence of the therapist (r = .28), which was mediated by therapists' attitudes toward parent involvement. Disinterest on the part of parents and therapists' lack of time proved to be reasons for less parent involvement., Discussion: Despite declared positive attitudes toward working with parents, the involvement of parents in the therapeutic process by therapists was limited.

Objective: This article tracks changes in stories of parental authority in Norway from a youth perspective, comparing how three generations talked about their own relationships with their parents while growing up. Background: Previous research has described contemporary youth–parent relationships as being characterized by both diminution of parental authority, due to a democratization of family life, and by more covert forms of parental control. In addition to shedding light on generational differences in youths' perspectives on parental authority, the analysis reveals important nuances with regard to the ambiguous dynamics of power in contemporary youth–parent relationships. Method: Through a narrative analysis of the stories of 67 participants, the article maps out how the three generations talked about different ways of "doing authority," connoting how parental authority was relationally constructed and normatively anchored in their stories. Results: Although the successive democratization of the youth–parent relationship is visible across the three generations, this democratization does not entail a corresponding loss in parental authority. Conclusion: The normative sources by which youth legitimize parental authority have changed to include ideals of the equal and close parent who is deserving of respect and hence retains an emotional authority. [ABSTRACT FROM AUTHOR]

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Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre‐defined 'types'. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents' involvement 'type'; rather, as an interactional exercise, homework is negotiated in‐the‐moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video‐recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as 'appropriate involvement' and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a 'flexible line of involvement' which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment‐by‐moment responses to their child may result in them 'crossing the line'. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement. [ABSTRACT FROM AUTHOR]

Purpose: There has been concern that a shift in disability funding to the National Disability Insurance Scheme (NDIS) in Australia may have influenced paediatric speech and language intervention to involve parents less in service delivery. This study aimed to describe paediatric speech-language pathologists' (SLPs) practices and perceptions of parent involvement in NDIS-funded speech and/or language intervention. Method: Seventy-two paediatric SLPs currently practicing in Australia with NDIS-funded speech and/or language clients completed an online survey. The survey assessed SLPs' self-reported practices supporting parent involvement through Likert scale responses and included open-text questions about perceived barriers and facilitators in NDIS-funded intervention services. Results from the survey were analysed using descriptive statistics, significance testing, and thematic analysis. Result: The majority of SLPs indicated commitment to involving parents in intervention. Experienced SLPs used more family-centred practices and Department of Education (DE)-based SLPs used fewer. Barriers arose from SLP, parent, and workplace characteristics. Facilitators included communication and rapport building, utilising a family-centred model of service delivery, and parent characteristics. Conclusion: This self-selected sample of Australian SLPs utilised many techniques to facilitate parent involvement within NDIS-funded paediatric speech and language intervention. Results indicate NDIS-funded SLP services for families are family focused. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion This research note investigates changes in American parents' financial investments in children during the COVID‐19 pandemic, as well as whether and how changes in parents' spending varied based on parental education.Parents purchase goods, experiences, and services that shape children's human capital and life chances. Socioeconomic differences in parental expenditures on children represent an important pathway for perpetuating inequality across generations. The COVID‐19 pandemic disrupted children's lives in ways that may have changed these levels of investment.The 2015–2022 Consumer Expenditure Survey (CEX) is used to describe spending on five key categories of investments in children's human capital (educational spending, extracurricular activities and lessons, computers and tablets, formal childcare, informal childcare) overall and by parental education. Mediation analysis assesses the extent school closures explain these changes.Childcare and extracurricular expenditures initially decreased significantly and then gradually recovered to pre‐pandemic levels by the end of 2021. Cutbacks were primarily among more educated families. However, spending on schooling increased in 2021 and computer and tablet purchases spiked in 2020, particularly among more educated families. Mediation analysis suggests that when expenditures were most affected by the pandemic (in 2020), school closures explained 50%–70% of those changes.This note provides evidence that during the pandemic socioeconomic inequalities in child‐related spending decreased in some categories of spending (e.g., childcare and extracurriculars) and increased in others (e.g., computers and tablets). Many changes appeared short‐term, but changes in education point to possible longer‐term shifts in parents' preferences about children's educational environments. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the associations between contextual and demographic factors influencing parental involvement in education and the levels of parent involvement in education, specifically addressing the possible mediating roles of parental role activity and self-efficacy beliefs for helping the child succeed in school. A total of 1,402 parents of preschoolers between 36 and 72 months in Turkey voluntarily participated in the study. Using a correlational research design, a model was tested via path analysis to inspect the associations among study variables. In general, the study results revealed that role activity and self-efficacy beliefs either fully or partially mediated the relationships between contextual variables and parent involvement in education, meaning the existence of relationships, either in total or in part, depends on parents' role activity and self-efficacy beliefs. Overall, the study concluded that parents' role activity and self-efficacy beliefs are two essential factors associated with parent involvement level because they enhance the relationship of the contextual factors with parent involvement, even they activate the relationship between some contextual factors and parent involvement level. [ABSTRACT FROM AUTHOR]

Parents are their children's first teachers and there are long-standing calls for their involvement in child sexual abuse prevention. In this rapid systematic review, we asked the following questions: what rationales are used to justify parental involvement in child-focused child sexual abuse (CSA) prevention programs? what approaches are used for parental engagement in child-focused CSA prevention programs? and what are the facilitators and barriers to parental involvement in child-focused CSA prevention programs? We searched CINAHL, Cochrane, ERIC, Medline, PsycInfo, Scopus, and SocINDEX in May 2021. A total of 57 papers met our inclusion criteria, comprised of 50 empirical studies, and 7 program descriptions. Rationales for parental involvement included monitoring and shaping parental attitudes toward CSA program delivery in schools; reinforcing children's learning at home; promoting parent–child communication about CSA prevention; building parent capacity to respond to child disclosures; and supporting program delivery for preschoolers. Types of parental involvement included the following: communication, learning at home, volunteering, decision-making, and collaboration with the community. Barriers to parent involvement included ineffective program engagement modalities, and parental fears and misconceptions. [ABSTRACT FROM AUTHOR]

Objective: The article examines how maternal gatekeeping practices evolve in the post‐separation trajectory and identifies the main relational and contextual factors shaping these processes over time. Background: Studies of maternal gatekeeping have only recently begun to include post‐separation families based on cross‐sectional research designs. This article is theoretically grounded in a life‐course and human agency framework, and it both offers a novel understanding of maternal gatekeeping as a dynamic process and examines its relational embeddedness. Methods: The data stem from the prospective qualitative study "The multiple paths of lone parenthood," which has been ongoing in Switzerland for over a decade and includes four waves of semistructured interviews with mothers who have experienced lone parenthood (N = 88 interviews). Results: Most mothers reported active facilitation practices at the beginning of their trajectory, encouraging the father–child relationship. Subsequently, shifts toward hands‐off or active gate‐closing practices took place over time along with the evolution of relational circumstances, such as the father's involvement or children's autonomy, or by an accumulation of negative experiences. Conclusion: The relationship with the nonresident father creates ongoing moral dilemmas for mothers over the post‐separation trajectory. Indeed, these mothers must navigate social norms that emphasize the importance of ensuring father–child contact while safeguarding the child's well‐being and ensuring that the father complies with visitation arrangements and alimony. Implications: Professional support and legal regulations should consider the moral dilemmas experienced by mothers by establishing measures to relieve separated mothers of the need to take the initiative to obtain the father's compliance with their obligations. [ABSTRACT FROM AUTHOR]

Background: Despite average‐sized U.S. families having more than one child, coparenting in families with two children is understudied. Objective: The main aim of this exploratory study was to provide the first steps toward investigating the construct of divide‐and‐conquer coparenting, a coparenting strategy that emerges in families consisting of two parents and two children in which each parent focuses their attention on one child at a time. Specifically, the aim of the study was to provide preliminary evidence for the validity of a new observational rating scale to assess divide‐and‐conquer coparenting and to examine its relation to coparenting quality. Method: Observations of whole‐family interactions (N = 52 families) were coded for overall use of divide‐and‐conquer coparenting, each parents' involvement with each child, and quality of coparenting (i.e., cooperative and competitive). Parents were also asked to write responses to an open‐ended question concerning how their coparenting had changed since having a second child. Results: Divide‐and‐conquer coparenting was positively associated with parent involvement patterns in which each parent mainly focuses on one child at a time, with parents' endorsement of use of divide‐and‐conquer coparenting in the open‐ended question, and with cooperative coparenting. It was negatively associated with competitive coparenting. Conclusions: Results provide support for the existence of a divide‐and‐conquer coparenting strategy in families with two young children and preliminary validation of our divide‐and‐conquer coparenting rating scale, as well as suggesting that this strategy is related to high‐quality coparenting. Implications: Implications for family intervention and future empirical work in this area are discussed. [ABSTRACT FROM AUTHOR]

In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students' participation in postsecondary education. [ABSTRACT FROM AUTHOR]

This study explores longitudinal influences of various factors on Black parents' involvement in their children's education. Guided by Hoover-Dempsey & Sandler's Model of Parent Involvement, this research examines whether parents' school climate perceptions, attitudes about involvement, self-efficacy, and children's academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement. [ABSTRACT FROM AUTHOR]

The purpose of this study was to systematically map and synthesise literature on interventions that promote the involvement of parents of school-aged children with disabilities in education. The study focused on peer-reviewed, primary intervention studies published in English between 2000 and 2021. Nine databases were searched, and 21 articles were identified and included in the review. The Mixed Methods Appraisal Tool was used to assess the quality of the included studies, and narrative analysis was used to synthesise the data. The duration of the interventions varied from 7 to 36 months. Most studies were conducted within the context of high-income countries and focused on parents of children with intellectual disabilities. Most studies reported positive effects on one or more groups: parents, children, schools, and communities. However, there was heterogeneity in the outcome measures used, which limits comparability across interventions. The quality assessment revealed high-/medium-bias risks in most articles. Future research should include higher quality studies driven by theoretical models. The results support the need for more research on parental involvement in the education of children with disabilities, especially intervention studies within the context of low- and medium-income countries. [ABSTRACT FROM AUTHOR]

Research indicates that parental schoolwork involvement is beneficial for students' academic functioning when parents facilitate their children's autonomy and refrain from psychological controlling practices. However, effects of the quality of parental involvement on child learning outcomes may vary due to cross-cultural differences in children's appraisal and reaction towards these practices. The current study aimed to investigate the link between the quality of parental schoolwork involvement and children's learning-related behaviours in math, and the mediating role of mother-child conflict around math schoolwork in this link in three cultural groups (i.e., German-Turkish, Turkish and German families). Data were collected from 107 German-Turkish, 426 Turkish and 140 German mothers with children in fifth to eighth grades. After testing measurement invariance of the scales across groups, multi-group structural equation modelling was used to examine the direct and indirect paths between the quality of parental involvement, mother-child conflict and child learning-related behaviours. Results showed that the level of mother-child conflict mediated the link between mothers' psychologically controlling practices and children's learning-related behaviours in math in all three groups. No mediation was found for the link between maternal autonomy support and children's learning-related behaviours in any group. However, the direct path from mothers' autonomy support to children's learning-related behaviours was significant in the Turkish and German-Turkish samples. These results suggest that the role of different forms of parental schoolwork involvement in children's academic functioning is more similar than different across cultural groups. Highlights: The links between quality of involvement, mother-child conflict, and children's learning-related behaviours in math are investigated in German-Turkish, Turkish and German families. The quality of parent involvement is measured via mother's autonomy support and psychological control during schoolwork involvement. Results show that mother-child conflict mediates the link between maternal psychological control and children's learning-related behaviours in all three groups. Regarding maternal autonomy support only the direct positive paths to children's learning-related behaviours are significant in Turkish and German-Turkish families. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine and compare the views of teachers and fathers on father involvement and the benefits of parental involvement activities in the preschool period. The sample included 23 preschool teachers employed at public and private schools in Turkey's capital of Ankara, and fathers of 53 children in these teachers? classrooms. This study is based on qualitative research that used an interview form to obtain data which is analyzed through content analysis. The findings of this study yield the deduction that both educators and paternal figures harbor the perception that parental involvement endeavors predominantly draw the attendance of mothers, with fathers exhibiting infrequent participation in such activities. The main reasons for fathers? lower attendance rates for these activities are found to be working schedule and unsuitable working hours of the fathers. According to both the teachers and the fathers children are happy in terms of the benefits of parent involvement activities for the children, the family gains awareness about their child and improves itself in terms of the benefits for the family, and these activities provided easiness of communication and problem-solving with families in terms of the benefits for the school and the teacher. [ABSTRACT FROM AUTHOR]

This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students' transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students' participation in secondary transition, self-determination behaviors, and parental influences on students' self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students' academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided. [ABSTRACT FROM AUTHOR]

This article investigates Danish and Norwegian early childhood education and care teachers' expectations of immigrant parents' involvement in kindergarten. The findings are interpreted in terms of the multifaceted interplay between social class relations, culture, migration and hegemonic ideals of intensive parenting and concerted cultivation. By taking the early childhood education and care teachers' standpoint, the article contributes a renewed understanding of previous reports of barriers to immigrant parents' involvement in their children's education. Based on early childhood education and care teachers' accounts, I identify three key tensions: (1) conflicting perceptions of responsibility, (2) conflicting perceptions of children's roles and how to communicate with children and (3) conflicting perceptions of what kindergarten is and what constitutes valuable knowledge. The findings suggest the existence of a distinct Nordic adaptation to intensive parenting, contradicting parts of the dominant understandings of concerted cultivation found in more school-oriented curricular contexts, such as the UK and France, while still maintaining the original key characteristics of concerted cultivation. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the psycho-education and therapy programs prepared for children and adolescents with the Cognitive Behavioral Therapy approach and implemented between 2001-2021 in terms of parental involvement. This research, which was carried out in the descriptive model, is a review study. The articles covered in the research were accessed through Web of Science, ERIC, PubMed, Google Scholar, and ScienceDirect academic databases and were determined to be by the inclusion and exclusion criteria determined by the researchers, 10 of which were quasi-experimental with a control group and 7 in a randomized controlled study design. 17 articles were reviewed. Fifteen of the studies included child and adolescent sessions, while 2 included only children's sessions. According to the findings, it was determined that parent participation was used in all of the studies, the number of therapy sessions was between 8-30, and the session durations varied between 20 minutes and 1.5 hours in total, including the child/adolescent and parents It was stated that children and adolescents included in the treatment experienced various psychological disorders such as anxiety disorder, depression, obsessive-compulsive disorder, anger control disorder, attention deficit, and hyperactivity disorder, and eating disorder. These findings show that Cognitive Behavioral Therapy practices for different psychological disorders for children and adolescents benefit from parental involvement in 82% of the studies. The fact that the types of parental involvement and the presence of parental pathologies are not detailed in the studies constitute the shortcomings of parent involvement studies. [ABSTRACT FROM AUTHOR]

This study explores longitudinal influences of various factors on Black parents’ involvement in their children’s education. Guided by Hoover-Dempsey & Sandler’s Model of Parent Involvement, this research examines whether parents’ school climate perceptions, attitudes about involvement, self-efficacy, and children’s academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement.

Objective: This study investigated whether fathers' involvement in play with young children was more susceptible than mothers' involvement to coparenting relationships in low‐income families and examined child gender and fathers' residential status as moderators of susceptibility. Background: Parental involvement in developmentally appropriate and stimulating activities benefits young children. The coparenting relationship plays an important role in shaping parental involvement, and its impact may be stronger for fathers, rendering fathers more susceptible. Method: Data were drawn from 4606 families in the Building Strong Families project. Mothers and fathers reported coparenting relationship quality and involvement in play with children at 15‐ and 36‐month follow‐up studies. Cross‐lagged panel models were used incorporating actor‐partner interdependence. Results: Overall, fathers' involvement was more strongly affected by coparenting relationship quality than mothers' involvement. Elevated susceptibility to coparenting did not apply to all fathers. The involvement of fathers of girls (vs. fathers of boys) and non‐resident fathers (vs. resident fathers) was more strongly affected by fathers' perceptions of coparenting. The actor effect from coparenting to involvement was stronger for fathers than mothers in families with non‐resident fathers. No significant differences were found in partner effects. Conclusion: This study reveals that parents' susceptibility is multiply determined and highlights the importance of considering the interrelated nature of family subsystems. Intervention programs targeting parenting and coparenting should spare more efforts to involve fathers, especially those whose engagement in parenting may be most susceptible to family processes. [ABSTRACT FROM AUTHOR]

Despite promising evidence that family contact during incarceration may reduce recidivism, less is understood about its role in postrelease parental involvement with children. Drawing on data from the randomized controlled trial of the Parent Child Study, this article examines in-prison parent-child contact in relation to postrelease parent-caregiver relationships, residence, and nonresidential contact. Predictors of contact include measures of visits, calls, and letters. We use ordinary least-squares regression, logistic regression, and multivariate negative binomial models to assess the outcomes. We show that in-prison visits and calls are associated with caregiver relationship quality and that more frequent visits increase the odds of both postrelease parent-child residence and nonresidential visits. Parent-child visits in prison predict parent involvement after release and may be vital to children and families over and above contact in general. Findings have implications for social workers, criminal justice practitioners, policy makers, and nonprofit agency staff working with incarcerated parents. [ABSTRACT FROM AUTHOR]

Parent involvement and parental warmth have been extensively studied in the global literature. However, limited research has been conducted on parent involvement and parental warmth in India. This study examined parental warmth and parent involvement as predictors of academic achievement and behavior problems. Because behavior problems scores differed gender, gender differences om these relationships were explored. Study questions were framed in terms of Epstein's theory of school, family, and community partnerships and Rohner's parental acceptance-rejection theory. A sample of Indian seventh through tenth graders gave ratings of parental warmth and parent involvement. Their teachers gave ratings of academic achievement and behavior problems. Results showed that parental warmth and parent involvement were significant predictors of academic achievement and behavior problems for boys. Parental warmth was a significant predictor of academic achievement and behavior problems for girls. The results regarding parental warmth supported parental acceptance-rejection theory. Results suggested the need to increase the awareness of the importance of parent involvement for children in India and to continue to support parents in maintaining warm and accepting relationships with their children. [ABSTRACT FROM AUTHOR]

This research examined how parents' math anxiety is associated with their controlling and autonomy-supportive involvement in children's math learning; the contribution of such involvement to children's math achievement was also evaluated. Parents (N = 562; 62% White, 21% Black; 65% with at least a bachelor's degree) of young elementary school children (Mage = 7.48 years; 50% girls) reported on their math anxiety as well as controlling and autonomy-supportive involvement in children's math learning; observations were also made. At the same time and a year later, children's math achievement was assessed. Parents with higher math anxiety were more controlling (in both parents' reports and the observations) and less autonomy supportive (only in the observations) with children who had poorer math achievement. Notably, controlling parenting (in both parents' reports and the observations) was most likely to predict lower math achievement a year later among such children. The findings suggest math-anxious parents are prone to using practices with children struggling in math that further undermine their math achievement, which can create an unconstructive cycle for children's math learning. [ABSTRACT FROM AUTHOR]

Building upon research utilizing Martin's Mathematical Socialization and Identity Framework, we examine factors related to community and family involvement to advance the current discourse that informs policies. Data from the High School Longitudinal Study (HSLS:09) public-use file provided a sample of 1,029 Black girls for our analyses. We developed a theoretically-sound inclusive measure, as defined by Black girls, titled the Community and Family Involvement Predictive Scale for Mathematics Outcomes utilizing Nonlinear Principal Components Analysis with a Categorical Principal Components Analysis program. Results are an intersectional measure that considers family, peers, and teachers. Implications for policy include a need for federal, state, and district policymakers to consider a wider variety of contexts, specifically for Black girls, in which community and family partnerships are empowered and prioritized in policies focused on parental involvement. [ABSTRACT FROM AUTHOR]

• We manipulated parent's mindset beliefs about their child's math and reading ability. • Parents induced to have a reading-fixed mindset were more controlling. • Mindset manipulation did not affect constructive involvement. • Parents' general theory of intelligence beliefs impacted their behaviors. Parents can be instrumental in promoting young children's early mathematics and literacy skills. However, differences in parents' beliefs can influence their behavior during parent–child interactions. We examined how parental beliefs about the fixedness of children's math and reading abilities shape their interactions with their 4- and 5-year-old children during an educational activity. Parental beliefs about children's abilities were manipulated using "articles" indicating that academic ability is fixed in one domain (e.g., math) but malleable in another (e.g., reading). We then investigated differences in parental unconstructive (performance-oriented and controlling) and constructive (mastery-oriented and autonomy-supportive) involvement across conditions. We also examined whether parent behavior differed depending on the type of educational material parents were told the activity tapped into. The results showed that parents who were induced to have a fixed mindset about reading took full control of the reading activity more often than those who were induced to have a growth mindset about reading, but not math. Parents did not differ in constructive involvement between mindset induction conditions in either domain. We also found that parent autonomy behavior in math differed depending on parents' general theory of intelligence beliefs. Overall, we found some evidence that parents' beliefs about the malleability of their children's ability in a specific domain affected their behaviors in that domain. [ABSTRACT FROM AUTHOR]

Children require parental support to successfully develop social and academic skills during early years. We examined the link between parental involvement and preschool children's peer interactions. We recruited 442 children (52.8% girls), their parents and teachers for the current study. The children's age ranged between 40 and 86 months (M = 60.28, SD = 9.72). Parents and teachers reported on children's positive and negative peer interactions using the Penn Interactive Peer Play Scale. Parents reported on their involvement using the Family Involvement Questionnaire. Results from the structural equation models revealed that parental involvement was positively related to positive peer interactions but not with negative peer interactions. Future work and limitations are discussed. [ABSTRACT FROM AUTHOR]

Objective: This study investigates the determinants of parental involvement in diverse types of stepfamilies. Background: Most research has studied parental involvement in married stepfather families with resident children. This study also includes some of the more recent and emerging stepfamily types (e.g., living‐apart‐together [LAT] stepfamilies) allowing for a simultaneous examination of the role of biological relatedness, type of relationship, residence, and gender for parental involvement. It also examines whether the role of biological relatedness differs depending on parents' gender and children's residence. Method: Multiple regression analyses were conducted using the New Families in the Netherlands (NFN) survey, large‐scale data collected among divorced and separated parents with minor children (2015/16; N = 3218). Results: Biological parents were more involved than stepparents (i.e., a stepgap was observed). This stepgap was smallest in married stepfamilies, followed by cohabiting stepfamilies and LAT stepfamilies, respectively. (Step)parents with resident children were more involved than those with nonresident children, with involvement being higher for full‐time resident children than part‐time resident (i.e., joint physical custody) children. The stepgap was larger for resident children than nonresident children, but did not differ between mothers and fathers. Conclusion: Biological relatedness, type of relationship, and where children reside are important determinants of parental involvement, whereas more nuance is required for the role of parents' gender. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate to what extent student-perceived parental involvement predicted academic motivation in vocational education and training (VET) students. The sample comprised 2108 young adults participating in a VET institute. Thirty-three items were developed to measure student-perceived parental involvement in VET, as no appropriate questionnaire was available for this educational setting. This questionnaire was analysed with factor analyses which resulted in a new, short, and valid questionnaire with 10 items to measure parental involvement on five indicators. Consistent with prior research, parental involvement significantly predicted motivation in VET students. Three out of five parental involvement indicators were found related to motivation. Specifically, two indicators were positively related to motivation: (1) parent–child educational discussions, and (2) parental aspirations and expectations. The indicator 'reinforcement of learning at home' was negatively related to motivation. These findings provide additional evidence for the significance of parental involvement based upon its link with students' motivation in a VET context. [ABSTRACT FROM AUTHOR]

Parental involvement in school is an undoubtedly important element of a student's educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed. [ABSTRACT FROM AUTHOR]

Objective: This study examines how occupational resources and demands are associated with parents' childcare time. Background: Scholars recognize parental employment as important for understanding parental time use. Yet, given data limitations, we know relatively little about how strain‐based demands (demands that can produce negative psychological states) are associated with parent's time with children. Method: Occupational‐level data in the O*NET Database are linked to the American Time Use Survey (ATUS) 2011–2019 (n = 10,274 workday diaries from employed parents in 427 occupations). Ordinary Least Squares regression (OLS) is used to examine how occupational resources and demands are associated with parents' time with children and in childcare on workdays. Results: Mothers in occupations with greater strain‐based demands—competitive pressure, aggression‐conflict, monotony, and physicality‐hazards—spend less time with their children and less time on physical childcare activities. For fathers, associations are weaker with monotonous jobs also associated with less time with children. Workplace conditions, however, are weakly or even positively associated with parents' time on nonworkdays, suggesting that the daily experience of work affects parents' time use at home. Autonomy, an occupational resource, is positively associated with fathers' time with children and with mothers' time in interactive care. Conclusion: Resources and strain‐based demands—measured at the occupational‐level—are associated with parents' time use. The O*NET Database can be linked to the ATUS to better understand families' time use. [ABSTRACT FROM AUTHOR]

Racial and ethnic achievement gaps contribute to the lack of underrepresented minorities in STEM-related careers. This research is grounded in the expectancy-value model of achievement motivation which posits that motivation is influenced by social-cognitive variables such as self-efficacy and beliefs about the usefulness or utility of the task. These social-cognitive variables (self-beliefs and task beliefs), in turn, are influenced by numerous ecological factors such as parental involvement. Parent involvement can promote children's self-efficacy and task beliefs which is important for STEM interest and persistence. This study utilized data from the High School Longitudinal Study: 2009 (HLS: 2009) to examine links among parent involvement and underrepresented students' STEM self-efficacy, utility, interest and achievement. Concurrent and longitudinal models conducted in MPlus tested whether parent involvement in 9th grade predicted STEM interest and achievement directly and indirectly via self-efficacy and utility. Concurrent models showed that parent involvement in STEM was significantly related to adolescents' STEM self-efficacy which in turn was significantly related to STEM interest and achievement. Longitudinal models showed that parents' STEM involvement in 9th grade predicted adolescents' STEM efficacy in 11th grade which in turn predicted adolescents' cumulative GPA in STEM courses. Parent involvement in STEM was more strongly and consistently linked to self-efficacy than to utility. These results suggest that parent involvement in STEM helps adolescents to feel more confident in their STEM abilities but it does not necessarily contribute to adolescents' STEM utility values. [ABSTRACT FROM AUTHOR]

Positive orientations toward the future have been shown to promote youth wellbeing, especially for those living in poor and urban neighborhoods. However, the family and neighborhood factors that contribute to future orientations during adolescence are poorly understood. Drawing on data from 1165 urban adolescents (M = 15.22, SD = 1.58 years old) who participated in the Project on Human Development in Chicago Neighborhoods (PHDCN), this study uses multilevel modeling to (1) examine parenting qualities (parent involvement, parent–adolescent relationship quality) and neighborhood disadvantage in relation to youth future orientations; (2) test whether these associations differ for mothers and fathers, and sons and daughters; and (3) test whether parenting qualities are protective for future orientations among youth in disadvantaged neighborhoods. The findings were generally consistent with hypotheses in that mothers' and fathers' parenting were related to higher levels of future orientations, and neighborhood concentrated poverty was related to lower future orientations. Parental involvement benefited girls' future orientations whereas relationship quality was more salient for boys. Parenting involvement and relationship quality moderated associations between neighborhood disadvantage and future orientations in somewhat different directions. Discussion centers on the implications of family and neighborhood contexts for future orientations of urban youth and directs attention to nuances in parenting dimensions and their significance for boys and girls. Highlights: Parenting and neighborhood qualities were related to adolescent future orientations. Parenting qualities have different implications for future orientations of boys and girls. Parental involvement was related to more positive future orientations for youth in less disadvantaged neighborhoods. Parent relationship quality protected against weakened future orientations for youth in more disadvantaged neighborhoods. Findings from this study suggest that parenting and neighborhood qualities have distinct implications for future orientations of urban youth. [ABSTRACT FROM AUTHOR]

Today many parents and preschool teachers communicate through social media. The purpose of this pilot study is to develop a tool that can reflect the new reality of parental involvement. The Parents' Involvement WhatsApp Inventory (PIWI) was developed through a questionnaire given to 324 preschool teachers in different areas in Israel. The questionnaire incorporated three perspectives: cognitive, attitudinal (emotional) and informative. Five categories were identified and validated by factor analysis representing 41 out of the 55 items: satisfaction, safety network, media usage, limitations, and decision making. The main implications of the research are the contribution of this new tool to understand contemporary parental involvement and to provide an up-to-date tool to measure this involvement. Further research is required to validate the tool in different educational frameworks. [ABSTRACT FROM AUTHOR]

Objective: This study examines the relationship between adverse childhood experiences (ACEs), internalized and externalized psychological distress, and six measures of parenting behavior among fathers in the United States. Background: Prior research on ACEs and parenting has focused almost exclusively on mothers, specific types of childhood adversity, and the intergenerational transmission of abuse, neglect, and other traumatic experiences. This study extends the literature by considering ACEs in fathers, using a multidimensional measure of ACEs, and multiple measures of positive and negative fathering behavior. Method: Using the ecological model of father involvement, this study is based on a national sample of more than 2,000 fathers with children between 2 and 18 years old in the United States. Seemingly unrelated regression models were used to analyze the relationship between ACEs and each fathering behavior, with two measures of psychological distress included as mediators of this relationship. Results: ACEs are significantly associated with both internalized and externalized psychological distress. Experiencing multiple ACEs was negatively associated with paternal warmth, engagement, caregiving, and father–child relationship quality. Multiple ACEs were also positively associated with the use of harsh discipline. High ACE scores were mediated by internalized distress for five fathering behaviors and by externalized distress for warmth and harsh discipline. Conclusion: This study highlights the importance of ACEs and psychological distress for fathering. These results have implications for future research and public health approaches to childhood trauma. [ABSTRACT FROM AUTHOR]

Objective: This study examines parents' time use in developmental child care by parental education and assesses whether the educational gap has widened or narrowed over the period of 2003–2017. Background: The diverging trends in work hours between mothers with different levels of education since the early 2000s, along with the proliferation of the ideal of intensive parenting, suggest that education disparities in developmental child care time have likely converged, opposite to the widening trend before then. Method: Using the 2003–2017 American Time Use Survey (N = 30,072), ordinary least squares regression models estimate minutes per day mothers and fathers with children under age 5 spend on developmental child care, after accounting for demographic characteristics, family income, and hours at work. The interaction terms between parental education and years estimate the trend in the educational gap. Results: The educational disparity in developmental child care has narrowed between 2003 and 2017 due to opposite trends at both ends of the educational spectrum: whereas time spent among parents with a bachelor's degree or higher has stalled, time spent among counterparts with high school or less education has continuously increased. For mothers, the converging trend is partly attributable to differential trends in hours at work by education. Conclusion: In contrast to the claim of diverging destinies, parents' time use in developmental child care is likely not contributing to diverging resources for children between more‐ and less‐educated parents. [ABSTRACT FROM AUTHOR]

Research suggests that positive parent-teacher relationships and increased parent involvement can improve student achievement. Family-school-community partnerships can promote these outcomes. This article describes the Pre-Kindergarten Parent Leadership Academy (Pre-KPLA) within the Parent Teacher Leadership Academy (PTLA) at the University of Alabama. To support local elementary schools and their students and families, the Pre-KPLA gives parents the opportunity to develop leadership skills within their school community while promoting parent-teacher relationships. Using a mixed-methods design, we analyzed data from the 2017-2018 and 2018-2019 years of the Pre-KPLA on parents' leadership behaviors and self-efficacy. Pretest-posttest results showed that parent participants significantly increased their leadership behaviors and self-efficacy. Additionally, qualitative thematic analysis revealed that parents were inspired to take action in their school, gained new knowledge about school improvement goals, and learned new ways to seek additional funding for their school. [ABSTRACT FROM AUTHOR]

BACKGROUND: Collaboration between supported employment providers and parents/guardians of job seekers with intellectual and/or developmental disabilities is key to employment success. However, parents are often concerned about the efficacy of employment supports or the capacity of the professionals providing the service. Likewise, job coaches may consider certain kinds of parent involvement as detrimental to a successful job match. OBJECTIVE: This article provides context for why parents/guardians may be distrustful of the employment process, as well as why employment specialists may struggle to build strong partnerships with parents/guardians. METHODS: This article will discuss how to implement practices that not only welcome the critical input of families, but also maintain healthy and well-defined boundaries that affirm the autonomy, professionalism, and competence of the worker. [ABSTRACT FROM AUTHOR]

This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12th grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research. [ABSTRACT FROM AUTHOR]

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Little is known about how math anxiety in parents may relate to engagement in their children's education (i.e., parent involvement, parent educational expectations) or children's math outcomes (i.e., child math achievement and child math anxiety). The current exploratory study examined these relations between parents and their fifth grade children. The results indicate that parents with any reported math anxiety engaged in statistically less home–school conferencing, home‐based involvement, and held lower educational expectations. Parent educational expectations mediated the relation between parent math anxiety and both child math anxiety and child achievement. These results suggest that parent math anxiety can unintentionally influence how parents engage in behaviors that matter to schools. Furthermore, educational expectations may be a more important intervention target than parent math anxiety to support parents in their educational engagement. Our findings have implications for researchers and school‐based practitioners interested in better understanding how to support all parents with math anxiety. [ABSTRACT FROM AUTHOR]