Different parental strategies in education are bound to produce various effects: not all of these strategies are equally productive in their application. At the same time, the impact of parental involvement in general education on their children’s extracurricular activities has not been thoroughly studied. This article attempts to fill this gap by analyzing the relationship between strategies of parental involvement in education and adolescents’ participation in extracurricular activities. The data source for this study were parents whose children attend general education institutions (N = 3,887; M_{age of children} = 12.4, SD = 3.1; 55.6% female). A latent class analysis identified three categories of parental participation in education: “Intrusive”, “Supervisory”, and “Detached”. Each category showed different patterns of involvement from primary to high school, distinguished by the type of extracurricular participation encouraged by parents. In primary school, children of “Intrusive” parents attended the highest number of extracurricular activities. In secondary school, they attended fewer activities compared to the children of “Supervisory” parents. Children of “Supervisory” parents often chose to participate in activities on their own, and continued to attend the selected activity, or change activity on their own initiative. The children of “Detached” parents were less involved in extracurricular activities in primary school. In some cases, they chose their own extracurricular activities as they grew older. The study demonstrates that parental involvement is related to adolescents’ participation in extracurricular activities. Parents’ strategies should be considered instrumental as they produce a variety of different outcomes, depending upon the adolescents’ age and type of activities. The identified strategies may serve as a basis for recommendations for development of parental competencies, consultations, and family education.

在教育中，不同的父母策略必然会产生各种效果：并非所有这些策略在其应用方面都具有同等的生产力。同时，尚未全面研究父母参与通识教育对他们孩子的课外活动的影响。本文试图通过分析父母参与教育的策略与青少年参与课外活动之间的关系来填补这一空白。该研究的数据来源是父母，其子女在普通教育机构就读（N  = 3,887；M_子女年龄 = 12.4，SD = 3.1; 55.6％的女性）。潜在的班级分析确定了父母参与教育的三类：“侵入式”，“监督式”和“独立式”。从小学到高中，每个类别都显示出不同的参与模式，其区别在于父母鼓励的课外参与类型。在小学，“侵入式”父母的孩子参加最多的课外活动。与“主管”父母的孩子相比，他们在中学参加的活动更少。“监督”父母的孩子经常选择自己参加活动，并继续参加选定的活动，或者主动更改活动。“独居”父母的孩子在小学较少参与课外活动。在某些情况下，随着年龄的增长，他们选择了自己的课外活动。该研究表明父母的参与与青少年参与课外活动有关。父母的策略应被认为是有帮助的，因为它们会产生各种不同的结果，具体取决于青少年的年龄和活动类型。所确定的策略可作为提出父母能力，咨询和家庭教育的建议的基础。