Abstract
This study examined the relationships among home-based parental involvement, study habits, and academic achievement using structural equation modeling. The sample consisted of 566 eighth-grade students in Taiwan, and their mean age was 14.35. The data for home-based parental involvement and study habits was collected in the first survey wave in September 2016, and the data for academic performance was collected in the second survey wave in May 2017. The results showed that two major psychological constructs of home-based parental involvement, involvement and monitoring behaviors, were significantly correlated with academic achievement. While appropriate involvement behaviors were positively related to achievement, inappropriate monitoring behaviors were negatively related to achievement. Moreover, the bootstrapping results demonstrated that study habits fully mediated the relationship between home-based parental involvement and achievement. These findings support the generalization of one part of Hoover-Dempsey and Sandler's model of parental involvement to an Asian culture.
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