本研究旨在建構並驗證國小家長參與子女教育行為意向模式，使用問卷調查法，以結構方程模式探討國小家長的參與行為、參與行為意向、參與態度、參與主觀規範及參與知覺行為控制之關係，並進行國小家長參與子女教育行為意向模式之驗證。透過文獻的蒐集與探討，提出本研究的研究架構和徑路關係模式圖。問卷調查對象為中彰投地區1,016位公立學校國小家長；研究工具為研究者自編之國小家長參與行為量表、參與行為意向量表、參與態度量表、參與主觀規範量表及參與知覺行為控制量表等五份量表。 經由驗證性統計分析與討論，本研究獲得以下結論：一、家長參與態度量表、家長參與主觀規範量表與家長參與知覺行為控制量表之觀察變項足以反應其所建構之潛在變項。二、家長參與行為意向的理論模式與實證資料適配程度良好。三、家長參與行為意向及家長參與知覺行為控制對家長參與行為具有顯著直接效果；家長參與態度及家長參與知覺行為控制對家長參與行為意向具有顯著直接效果及顯著間接效果。

The main research goals of this study are to construct and examine a theoretical model of parents’ intentions for involvement in children’s education. With survey questionnaires for data collection, the study utilized structural equation modeling as its analysis method. Using such an analysis method, this study investigates the relationships between elementary school parents’ involvement behavior, involvement intentions, involvement attitudes, involvement subjective norms, and involvement perceived behavioral control. It also verifies the theoretical model of parents’ involvement intentions in children’s education. Through document collection and discussion, the research structure and path-relationship model plan were presented. 1,016 parents were selected from various public elementary schools in Taichung, Changhua, and Nantou areas as the research subjects. Five researcher-edited questionnaire scales were used in assessing parents’ involvement behavior, involvement intentions, involvement attitudes, involvement subjective norms and involvement perceived behavior control. Through exploratory and confirmatory analysis and discussion, the research conclusions were as follows: 1. The manifest variables of researcher-edited questionnaire scales in assessing parents’ involvement attitude, involvement subjective norm and involvement perceived behavior control fit the latent variables which were constructed in this study. 2. The theoretical model of parents’ involvement intentions in children’s education fit the observed data quite well. 3. “Involvement intentions” and “involvement perceived behavior control” had significant direct effects on “involvement behavior,” while “involvement attitude” and “involvement perceived behavior control” had significant direct effects and indirect effects upon “involvement intentions.”