International Journal of Evaluation and Research in Education (IJERE) Vol. 14, No. 1, February 2025, pp. 758~767 ISSN: 2252-8822, DOI: 10.11591/ijere.v14i1.29392  758 Journal homepage: http://ijere.iaescore.com Theoretical framework used in parental involvement research: a scoping review Novia Solichah 1,2 , Nur Ainy Fardana 1 , Samian 1 1 Department of Psychology, Faculty of Psychology, Universitas Airlangga, Surabaya, Indonesia 2 Department of Psychology, Faculty of Psychology, UIN Maulana Malik Ibrahim, Malang, Indonesia Article Info ABSTRACT Article history: Received Nov 27, 2023 Revised Oct 19, 2024 Accepted Oct 27, 2024 Theoretical perspectives are important in framing a research model of parental involvement. Despite numerous studies examining parental involvement, their findings continue to exhibit inconsistency when viewed through a theoretical lens. A literature review conducted in 2017 examined the theoretical frameworks employed in parental involvement studies conducted between 2007 to 2011. The primary objective of this study is to analyze and offer novel insights into the theoretical perspectives that underpin parental involvement research, adhering to PRISMA guidelines. We conducted an extensive study of literature published between 2012 to 2023 that met the following inclusion criteria: research papers, reports on parental involvement, and reports on theoretical framework. Our study encompassed a systematic search of electronic databases, including Scopus, EBSCO Sciences, Emerald, and Science Direct from July to September 2023 to identify relevant articles. A total of 366 articles were obtained, and 44 articles met the criteria. Four theories frequently utilized in parental involvement research emerged from this study, namely Bronfenbrenner’s Bioecological Theory; Bourdieu, Coleman, and Lareau’s social capital; Social Identity Theory; and Ajzen’s Theory of Planned Behavior. The findings of this research serve as a foundational resource for future research on parental involvement across diverse contextual settings. Keywords: Parental involvement Research model Scoping review Theoretical framework Theory This is an open access article under the CC BY-SA license. Corresponding Author: Nur Ainy Fardana Department of Psychology, Faculty of Psychology, Universitas Airlangga 4-6 Airlangga Road, East Java, Indonesia Email: nurainy.fardana@psikologi.unair.ac.id 1. INTRODUCTION Epstein developed research on parental involvement [1], [2]. Epstein defined parental involvement as parental participation in the form of meaningful, regular, and two-way communication between parents and teachers, involving student learning and other school activities from Bronfenbrenner’s ecological system theoretical perspective [3], [4]. Hoover and Sandler created a theoretical model comprising of five sequential levels of the parental involvement process. This model was formulated by reviewing research in educational, developmental, and social psychology. However, this model has been criticized by researchers [5] who proposed an alternative model that divided involvement into two levels. Parental involvement is defined as behaviors and practices at home and at school, including parents' aspirations, expectations, attitudes and beliefs about their children [6]. Parental involvement is described as the process of assistance by parents to their children for the achievement of positive goals [7]. Parental involvement as the activities of parents in participating in school activities, working with their children in academics, and attending meetings between parents and teachers [8]. In recent decades, parental involvement has also been