LAUSR

This study examined whether inattention and hyperactivity/impulsivity moderated the relationship between parent’s personal and contextual motivators for involvement in their child’s education (i.e., self-efficacy, role construction, time and energy, knowledge and skill) and involvement in their child’s activities at home. Parents and teachers of 122 kindergarten students rated children’s levels of inattention and hyperactivity/impulsivity. Parents reported on their motivators for involvement in their child’s education as well as parent involvement behaviors at home. Inattention predicted home-based involvement in most models. Inattention also moderated the relationships between parents’ perceived knowledge and skills, role construction, and time and energy and their involvement activities at home, such that parent’s personal and contextual moderators were more strongly linked with their home-based involvement when children’s levels of inattention were high. Hyperactivity/impulsivity was not a significant predictor of parent involvement at home and did not moderate the association between parent’s personal and contextual motivators and their home-based involvement activities. These findings suggest that considering motivators for involvement may be particularly important when working with youth with high levels of inattentive symptoms. In particular, findings provide insight into which families are particularly at risk for low levels of involvement. Implications for research and practice are delineated.