Abstract
The present study used a person-centered approach to identify academic/emotion profiles and examined whether different dimensions of parental involvement are associated with these profiles. Data were collected on 2323 children and their parents. Three student academic/emotion profiles were identified: High Achiever and Positive Emotion profile, Low Achiever and Moderate Emotion profile, and Average Achiever and Negative emotion profile. We found that mother monitoring, mother-child communication, mother-child activity and father-child activity can lead to more favorable child profiles, whereas mother learning assistance, mother-school contact, and father-school contact can result in a higher chance of children transitioning to risky profiles.
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