This study investigated motivational and affective processes behind qualitatively different parental involvement practices in children's homework. Parent motivational beliefs (achievement goals, efficacy beliefs for their children, self-efficacy beliefs) were examined as predictors of parent autonomy support, control and interference, and parent positive and negative affect as mediators between motivational and behavioral parental variables. ? total of 807 5th Grade children and one of their parents participated in the sample. Structural equation modeling was utilized for data analysis. The results showed that mastery goals predicted positively autonomy support and negatively interference, whereas performance goals predicted controlling practices positively. Parent beliefs of children's efficacy predicted negatively all three parental involvement practices, and parent self-efficacy beliefs positively predicted autonomy support and control. Both positive and negative affect predicted control and interference positively and mediated the relationship between parents' efficacy beliefs and controlling practices. The results indicate the importance of examining relationships among motivational, affective and behavioral parental variables toward a better understanding of parental homework involvement quality.