79

The present research was based on 179 parents and their children, who attended second year of elementary school (CE1) in eight different schools. It examines the links between parental self-efficacy, parental involvement in homework, and children’s academic achievement. We developed an explanatory model of academic achievement that combined all the variables included in the study. The conformity of the data to the theoretical model was then tested via structural analyses, carried out using LISREL software (version 8.50). The results show that the data fit the model, which explains 39% of the variance in academic achievement. We found significant correlations between the different variables of the model, most notably between parental self-efficacy, parental involvement in homework and a child’s academic achievement.