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This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st-through 6th-grade students enrolled in an ethnically diverse metropolitan public school system in the mid-southern United States revealed that model constructs predicted significant portions of variance in parents' home-and school-based involvement even when controlling for family socioeconomic status. The predictive power of specific model constructs differed for elementary and middle school parents. Results are discussed in terms of research on parental involvement and school practice.

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