This article will review many forms of home-based parent involvement (e.g., shared reading; books at home; helping with homework; visiting museums; monitoring grades), parent beliefs (e.g., about the importance of school readiness skills; growth mindset for their children), parent expectations, parent-school relationships, and parent autonomy and relatedness support, which all promote achievement. The extent to which the psychological side of parent involvement promotes intrinsic motivation, engagement, and psychological wellbeing for children and adolescents around the world will also be examined. The forms of parent involvement that promote student expectations, student autonomous motivation, and academic engagement should receive more emphasis. In order to help parent involvement researchers, psychologists and educators, a pre-K through 12^th grade parent involvement model is proposed. The psychological side of the parent involvement model can be readily memorized with the following acronym: Beliefs, Expectations, Autonomy Support, and Relationships (BEAR). Explanations are provided of how to apply BEAR in the schools and in future intervention research.

本文将回顾许多形式的家庭式家长参与（例如，共享阅读，在家读书，帮助做家庭作业，参观博物馆，监控成绩），父母的信念（例如，关于学校准备技能的重要性，他们成长的心态）子女），父母的期望，父母与学校的关系以及父母的自主权和亲密关系支持，这些都会促进成就。还将探讨父母参与的心理方面在多大程度上促进世界各地儿童和青少年的内在动机，参与和心理健康。家长参与的形式可以提高学生的期望，学生的自主动机和学术参与度，应该得到更多的重视。为了帮助家长参与研究人员，心理学家和教育工作者，幼儿园到12岁^日年级学生家长参与模型。父母参与模型的心理方面可以很容易地记住以下缩写：信念，期望，自主支持和人际关系（BEAR）。提供了有关如何在学校和未来的干预研究中应用BEAR的说明。