The present study uses an ecological systems perspective to examine how parental involvement in school-related activities in sixth grade influences early adolescents’ school bonding and academic achievement in eighth grade. Results of multilevel models of multiple data sources (i.e., adolescents, parents, and principals) suggested that parents’ involvement in school, as reported by the adolescent in sixth grade, was a significant predictor of school bonding and academic grades in eighth grade. Furthermore, parent reports of guidance, support, and involvement in school and non-school activities were unrelated to their adolescents’ grades and school bonding. Finally, schools’ efforts to engage parents did not consistently predict an association between parental involvement and adolescent outcomes.

中文翻译：

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在学校蓬勃发展

本研究使用生态系统的视角来研究六年级家长参与学校相关活动如何影响早期青少年在八年级的学校联系和学业成绩。多数据源（即青少年、家长和校长）的多级模型的结果表明，正如六年级青少年所报告的那样，家长对学校的参与是八年级学校联系和学业成绩的重要预测因素。此外，家长关于指导、支持和参与学校和非学校​​活动的报告与其青少年的成绩和学校关系无关。最后，学校吸引家长的努力并不能始终如一地预测家长参与与青少年结果之间的关联。