Parental involvement is widely acknowledged as a critical determinant of children's behavioural development, yet evidence regarding its differentiated effects within urban Malaysian primary schools remains limited and fragmented. This study examines the relationship between the six dimensions of Epstein's parental involvement framework (parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community) and student behaviour in urban primary school settings. A quantitative correlational research design was adopted, with data collected from 450 respondents (350 parents and 100 teachers) across urban primary schools in Kuala Lumpur, Penang, and Johor Bahru using a structured online questionnaire. The instrument demonstrated strong internal reliability across all subscales (Cronbach's ? ranged from 0.75 to 0.88). Data were analysed through descriptive statistics, Pearson correlation, and multiple regression using IBM SPSS Statistics Version 29. The findings revealed statistically significant positive correlations between all six dimensions of parental involvement and student behaviour, with Parenting (r = 0.52, p < 0.01) and Learning at Home (r = 0.50, p < 0.01) emerging as the strongest associates. Multiple regression analysis confirmed Parenting (? = 0.30, p < 0.001) and Learning at Home (? = 0.21, p < 0.001) as the most influential predictors, while Decision-Making and Community Collaboration did not contribute significantly to the regression model (R² = 0.46, F(6, 443) = 38.74, p < 0.001). The findings extend Epstein's framework, Bronfenbrenner's ecological systems theory, and Bandura's social learning theory by demonstrating the salience of proximal home-based engagement under conditions of urban time pressure. The study offers theoretical, practical, and policy implications for strengthening family and school partnerships in urban Malaysia and recommends micro-engagement strategies tailored to working parents.
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