The benefits of parent involvement have been found to impact children, parents, teachers, and schools as a whole. This study builds of the Hoover-Dempsey and Sandlers (1997, 2005) Theoretical Model of the Parental Involvement Process to explore specific influences on parent involvement behaviors. Two additions to the model were made to account for the lack of research on the impact of parents feeling connected to a school community and parents use of technology to connect with their childrens school. The current study used structural equation modeling to analyze the paths hypothesized by the model of parent involvement process. A sample of 220 parents with kindergarten to fifth grade students completed surveys addressing their perceptions of their personal motivators to be involved, perceptions of invitations to be involved, feelings of being connected to their childs school community, ways of communication with the school, and involvement practices at home and at school. Findings partially supported Hoover-Dempseys model as well as the predicted model of parent involvement being influenced by parents feeling connected and technology usage. Furthermore, feeling connected to the school community was found to mediate the relationship between role construction and parent involvement. Lastly, lower technology usage was found to moderate the relationships between parents feeling connected to the school and parent involvement.
