摘要
Parental involvement in children's schooling has been repeatedly shown to be positively and significantly correlated with a number of positive child outcomes. Hoover-Dempsey and Sandler (1995) proposed a multivariate model of parental involvement. There are indications that the model should be adjusted to include mediating effects of parental role constructions. Further, this model has not been tested in educational systems and cultural contexts outside the US. The goals of the present study were to model factors associated with parental involvement in schools in Israel, and compare model fit among two populations representing different cultures.A survey was conducted with 5999 parents of junior- and senior-high school students in Israel. Data were collected on the extent of parental involvement, parental role construction, invitation for involvement from school, homeroom teacher and the child, availability of resources such as time, energy, skills, and knowledge, parents' ethnic affiliation, and the socio-economic status of the school's local authority. Data were analyzed using SEM, Sobel test for mediation, and multivariate hierarchical regression.The findings support the original theoretical model. Findings also revealed significant but very weak mediating effect of parental role construction. The model had a similar fit for both Jewish and Arab samples. Little of the variance in parental involvement was explained by ethnic/cultural affiliation and socio-economic status. Implications for parental involvement interventions with diverse populations are discussed.