Abstract

Parental educational involvement (PEI) is a multidimensional construct associated with adolescents’ academic and psychological development. However, inconsistencies in its conceptualization and measurement remain, as studies operationalize PEI using various behavioral indicators and assessment instruments. This systematic literature review (SLR) aimed to examine the measurement tools used to assess PEI, their theoretical foundations and psychometric properties, and the potential pathways and contextual factors associated with PEI among Chinese adolescents. Following the PRISMA guidelines, 27 peer-reviewed studies published between 2015 and 2025 were included, covering parent-reported, adolescent-reported, and/or multi-informant measures involving adolescents aged 12–18 years. The findings revealed substantial variation in PEI measurement, with most instruments emphasizing parental involvement in the home environment, including academic support, emotional interaction, supervision, and parent–school communication. Although reliability was frequently reported, evidence of validity, particularly structural validity and other forms of construct validation, remained limited. Across the reviewed studies, PEI was associated with adolescent outcomes across three main domains: academic and motivational outcomes, emotional and relational outcomes, and psychological adjustment and risk-related outcomes. The strength and nature of these associations varied according to contextual factors, including family socioeconomic background, school environment, peer relationships, and individual adolescent characteristics. As most included studies employed cross-sectional designs, the findings indicate associations rather than causal relationships. The review highlights the importance of adopting culturally appropriate and psychometrically robust measurement instruments, alongside longitudinal and multi-informant research designs, to advance understanding of PEI in contemporary Chinese contexts.