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.

父母参与孩子的教育和父母的温暖与许多积极的儿童成果有关。除了这些积极的关联，当代发展理论强调不同养育变量之间的相互作用以及养育与广泛的背景因素（如家庭社会经济地位（SES））之间的相互作用。因此，本研究的目的是检验父母家庭参与和父母温暖对成就结果的主要和相互作用的影响。此外，我们评估了这些变量是否也与 SES 相互作用以预测学生的成绩增长。使用幼儿纵向研究——2010-11 年幼儿园队列（N = 2352），学业成绩的增长是建模从幼儿园到四年级。然后，我们使用潜在变量交互（Maslowsky、Jager 和 Hemken，2015 年）程序来检查我们的主要研究变量的交互影响。对儿童的阅读和数学分数几乎没有显着影响，但对科学成就的主要影响（家庭参与）和互动（父母的温暖和 SES）出现了更显着的影响。在高 SES 水平下，温暖对科学发展产生负面影响，而在 SES 水平较低时，温暖对科学发展做出积极预测。研究结果讨论了家长参与的重要性、跨 SES 环境的不同影响以及当代学校的课程重点。