This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11-14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience.

This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11-14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience.

A window or visual mask as moved across text in synchrony with the reader's eye movements. The size of the window or mask was varied so that either information in foveal or parafoveal vision was masked on each fixation. In another experiment, the onset of the mask was delayed for a certain amount of time following the end of the saccade. The results of the experiments point out the relative importance of foveal and parafoveal vision for reading and further indicate that most of the visual information necessary for reading can be acquired during the first 50 msec that information is available during an eye fixation.

The best available estimates indicate that the average minimum latency of saccadic eye movements (175-200 msec) approaches the mean duration of fixations in reading (200-250 msec). This fact presents a problem for models of reading which assume that an eye movement is initiated only after substantial information is processed on a fixation. Three experiments are reported that support earlier estimates of saccadic latency; the experiments were conducted under conditions in which the length of measured latencies could not reflect a motoric refractory period, spatial uncertainty, or temporal uncertainty.

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