Parental involvement in municipal schools in Chile: Why do parents choose to get involved?

Taly Reininger, Alejandra Santana López

Research output: Contribution to journalArticle

2 Citations (Scopus)


Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this study examined a cross-sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of invitations for involvement, and parental perceived life context, and parental at-home and at-school involvement when controlling for child, parent, and household characteristics. Results from this study indicate that child invitations for involvement, parental sense of self-efficacy, income, and child's grade level are significantly associated with parental at home and at school involvement. Time and energy was also significantly associated with parental at school involvement. Understanding the importance of parental involvement as a protective factor in children's mental health, the article concludes with reflections on the findings for school-based mental health interventions. Specifically, the conclusions explore how to integrate family involvement initiatives and increase parental involvement, taking into account parental motivations for involvement in an international setting.

Original languageEnglish
Pages (from-to)363-379
Number of pages17
JournalSchool Psychology International
Issue number4
Publication statusPublished - 1 Aug 2017


  • Chile
  • family
  • Hoover-Dempsey and Sandler Parental Involvement Model
  • municipal schools
  • parental involvement

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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