The purpose of this study was to investigate the
effects of parental involvement on grades and achievement
test scores through the variables time on task, general
self-esteem, and student attitude about school. The study
controlled for the background characteristics of ethnicity,
gender, family background, and ability. To do this,
structural models were developed based on theory, logic,
prior research, and time precedence and were analyzed using
18,141 subjects from the High School and Beyond data set.
Although parental involvement in the home had no direct
effect on grades or achievement test scores in high school,
it did affect time on task, general self-esteem, and
attitude about school in such a way as to indirectly improve
grades, especially through student attitude about school.
When individual components of parental involvement were
analyzed, consistent indirect effects on high school grades
were found from fathers and mothers. The study suggests
that if parents monitor school work, help with school plans,
and talk to their child about personal experiences, their
child's time on task, general self-esteem, and attitude
about school will improve in a way that improves grades in
school at the high school level.
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