Parental control of children's academic performance is discussed in terms of two perspectives in social psychology: behavioral modification and symbolic interactionism. A synthesis of the two approaches provides a multiple view of self-conceptual behavior, in which self-concept is considered a social psychological concept subject to variation across time and situations. This study dealt with fifth- and sixth-graders' verbalizations about their abilities and competencies associated with their roles as students. Self-report categories consisted of nine variables derived from the behavioral modification and symbolic interactional treatments of parental control. Child-parent pairs (N=120) from four communities served as subjects. Children's self-conceptualizations were assessed using the Michigan State Self Concept of Abilities Scale; parental behavior was assessed directly through interviews. Analysis of results indicated further empirical support for the notion that parents' evaluations are crucial in shaping children's self-conceptualizing behaviors with regard to their competence as students. The magnitude of all measured associations, however, was moderate to weak. Discussion of results concerned strategies to increase parental effectiveness in positively affecting children's academic attitudes and behavior. (DP)