Background and Aim: Parental involvement is considered an important family-related factor associated with students’ learning and academic performance in primary education. The present study aimed to examine the relationship between dimensions of parental involvement and academic performance among primary school students in Darab.
Methods: This applied study employed a descriptive-correlational design based on structural equation modeling. The statistical population consisted of primary school students in public schools in Darab during the 2024–2025 academic year. A sample of 150 students was selected through convenience sampling. Data were collected using a researcher-made Parental Involvement Questionnaire and the Academic Performance Questionnaire developed by Pham and Taylor. Data were analyzed using descriptive statistics, Pearson correlation, and structural equation modeling.
Results: The structural model indicated significant positive relationships between parental involvement in homework and educational activities, educational planning, communication with teachers, and participation in school cultural and educational activities and students’ academic performance. The standardized path coefficients were 0.38, 0.32, 0.29, and 0.34, respectively. The dimensions of parental involvement jointly accounted for a considerable proportion of the variance in academic performance.
Conclusion: The findings indicate that higher levels of parental involvement are associated with better academic performance among primary school students. Given the correlational and cross-sectional design of the study, the findings indicate associations between the variables and do not establish causal relationships. Therefore, strengthening family–school communication and cooperation may be considered as an important issue in educational planning.