Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.

父母参与教育 (PI) 有助于为儿童带来许多积极成果，包括教育成果和社交能力。本研究的目的是检查自闭症谱系障碍 (ASD) 儿童的父母与正常发育 (TD) 儿童的父母之间 PI 机制的差异。另一个目标是检查影响 ASD 儿童父母教育中 PI 机制的因素。本研究的样本包括 50 名患有 ASD 儿童的父母和 50 名 TD 儿童的父母。这项研究的结果表明，自闭症儿童的父母在教育中的 PI 机制水平低于 TD 儿童的父母。ASD 儿童父母教育中 PI 机制的最强预测因子是主观幸福感和儿童的情绪反应。