This dissertation investigated how parents' mental health impacts parental involvement. Utilizing a multi-model system of multivariate regression models, this study investigated the predictive power of anxiety and depression variables on parental encouragement and parental reinforcement. The nuanced findings revealed that, in the context of encouragement, the anxiety model lacked statistical significance, and suggested that anxiety alone did not account for variations in parental encouragement. However, the depression model proved significant, identifying "feeling happy", "feeling lonely", and "feeling hopeful" as pivotal predictors of parental encouragement. This implied that parents who are either happy, hopeful, or lonely are inclined to provide more encouragement to their children. Equally, the combined anxiety and depression model, although statistically significant with an R-squared of 0.198, elucidated only 19.8% of the variations in parental encouragement. Notably, this model underscored the association between "feeling happy" and "feeling hopeful" with heightened parental encouragement. Conversely, for parental reinforcement, neither the anxiety model nor the depression model attained statistical significance. These findings underscored the notion that feeling happy, and hopeful plays a discernible role in fostering increased parental encouragement in the realm of their child's education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]