在当代社会，人才竞争越来越激烈，父母越来越重视对孩子教育方面的投入。很多研究表明，父母教育卷入在提高学业自我概念和学业成绩的过程中发挥着重要的作用，而学业自我概念又对学业成绩有重要的影响。基于以上分析，本研究以平顶山市645名初中学生为被试，采用问卷调查法探讨了初中生父母教育卷入、学业自我概念与学业成绩之间的关系。得出如下研究结论： （1）整体来说，初中生中有46.7%的母亲教育卷入和62.2%的父亲教育卷入低于中等水平。在智力卷入和行为管理卷入维度上，母亲教育卷入显著高于父亲，而在情感卷入维度上差异不显著，父母亲对孩子的情感卷入水平都较高。在性别变量上，男生在父亲智力卷入方面显著高于女生；在年级变量上，初二学生在母亲行为管理卷入上显著高于初一学生；除母亲行为管理卷入维度外，父母教育卷入其他维度在父母文化程度上差异显著，文化程度高的父母的卷入水平要高于文化程度低的父母；除父母行为管理卷入维度外，在其他各维度上，居住于城市的父母教育卷入水平要高于居住于农村的父母。 （2）从整体上来看，64.3%的初中生的语文自我概念和75.7%的初中生的数学自我概念是低于中等水平的。初中生的语文自我概念均分要略高于数学自我概念，但这两者的均分都低于平均值。在性别变量上，男生的语文自我概念显著低于女生，数学自我概念显著高于女生；在年级变量上，初二学生的语文自我概念和数学自我概念都显著高于初三学生。 （3）父母教育卷入和学业自我概念能对初中生的学业成绩有显著预测作用。 （4）父母教育卷入与学业成绩显著正相关，父母教育卷入与学业自我概念显著正相关，学业自我概念与学业成绩显著正相关。 （5）初中生父母教育卷入既能直接对学业成绩产生影响，又能通过学业自我概念间接影响学业成绩，学业自我概念在两者之间发挥部分中介作用。

With the development of society, competition for talents is becoming more and more fierce. Parents pay more and more attention to children's investment in education. Many studies have shown that parent involvement plays an important role in improving students' academic achievement and self-concept. And academic self-concept is an important individual variable that affects academic achievement. Based on the above analysis, In this study, 645 junior high students in Pingdingshan were investigated by a questionnaire survey method to explore the relationship among parent involvement, academic self-concept and the academic achievement. The conclusions are as follows: (1)Generally speaking, 46.7% of the students’ mother involvement and 62.2% of the students’ father involvement are lower than the middle level. In intellectual and behavior management involvement, mother’s involvement is significantly higher than father’s. But there is no significant difference in emotional involvement, their involvement are both in a higher level. Through comparing the gender difference, boys are significantly higher than girls in their fathers intellectual involvement; in the grade variable, the students of grade two are significantly higher than students of grade three in their mothers behavior management involvement; in addition to the mother behavior management dimension, parents involvement in other dimensions is significantly different in the parental education variables, parents with high education involve much more than those with low education; in addition to the parents behavior management involvement, parents living in the city have higher involvement than those living in rural areas in other dimensions of parent involvement. (2)Generally speaking, 64.3% of the students’ Chinese self-concept and 75.7% of the students’ mathematics self-concept are lower than the middle level. The junior high students' Chinese self-concept is slightly higher than mathematics self-concept, but both of them are lower than the average value. Through comparing the gender difference, the Chinese self-concept of boys is significantly lower than girls, while the mathematics self-concept is significantly higher than girls. In the grade variable, the grade two of junior high students is significantly higher than the grade third in Chinese self-concept and mathematics self-concept. (3) Parent involvement and academic self-concept can both predict the academic performance of junior high students. (4) Parent involvement is positively correlated with academic achievement, And parent involvement is positively correlated with academic self-concept. The academic self-concept is positively related to the academic achievement. (5) The parent involvement of junior high students can influence academic achievement directly, and it can also influence academic achievement indirectly through the academic self-concept, the academic self-concept plays a partial intermediary role.