This study examined three dimensions of parent style—autonomy support, involvement, and structure—in 64 mothers and 50 fathers of elementary school children (Grades 3–6) using a structured interview. The interview ratings showed that these dimensions were reliable, relatively independent, and correlated with other parent measures as hypothesized. Children's self-regulation and competence were measured through self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's autonomous self-regulation, teacher-rated competence, and school grades. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were found for father involvement. The structure dimension was primarily related to children's control understanding. Results suggest that parental influence on school competence and adjustment is motivational and transactional. The study aimed to explore how parental practices are associated with children's achievement and development of attitudes, motives, and self-evaluative outcomes that facilitate school adaptation. It focused on self-regulatory and self-evaluative capacities influenced by parents, which are crucial for school success. Parental autonomy support was linked to self-regulation and competence, while structure was associated with control understanding. Involvement was linked to emotional resources and concrete resources for achievement. The study used a dimensional approach to parent style, assessing autonomy support, structure, and involvement. Autonomy support was defined as encouraging independent problem-solving and choice, while structure involved clear guidelines and expectations. Involvement was defined as parental interest, knowledge, and active participation in the child's life. The study found that parental autonomy support was positively related to children's self-regulation, competence, and adjustment. Structure was related to children's control understanding, and involvement was related to emotional and concrete resources for achievement. The study also found that maternal involvement was more significant than paternal involvement in predicting children's outcomes. The study's results suggest that parental influence on children's school-related adjustment and performance is motivational and transactional. Parental autonomy support, involvement, and structure are important for children's development of self-regulation, competence, and adjustment. The study highlights the importance of parental styles in shaping children's school experiences and outcomes.This study examined three dimensions of parent style—autonomy support, involvement, and structure—in 64 mothers and 50 fathers of elementary school children (Grades 3–6) using a structured interview. The interview ratings showed that these dimensions were reliable, relatively independent, and correlated with other parent measures as hypothesized. Children's self-regulation and competence were measured through self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's autonomous self-regulation, teacher-rated competence, and school grades. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were found for father involvement. The structure dimension was primarily related to children's control understanding. Results suggest that parental influence on school competence and adjustment is motivational and transactional. The study aimed to explore how parental practices are associated with children's achievement and development of attitudes, motives, and self-evaluative outcomes that facilitate school adaptation. It focused on self-regulatory and self-evaluative capacities influenced by parents, which are crucial for school success. Parental autonomy support was linked to self-regulation and competence, while structure was associated with control understanding. Involvement was linked to emotional resources and concrete resources for achievement. The study used a dimensional approach to parent style, assessing autonomy support, structure, and involvement. Autonomy support was defined as encouraging independent problem-solving and choice, while structure involved clear guidelines and expectations. Involvement was defined as parental interest, knowledge, and active participation in the child's life. The study found that parental autonomy support was positively related to children's self-regulation, competence, and adjustment. Structure was related to children's control understanding, and involvement was related to emotional and concrete resources for achievement. The study also found that maternal involvement was more significant than paternal involvement in predicting children's outcomes. The study's results suggest that parental influence on children's school-related adjustment and performance is motivational and transactional. Parental autonomy support, involvement, and structure are important for children's development of self-regulation, competence, and adjustment. The study highlights the importance of parental styles in shaping children's school experiences and outcomes.