<![CDATA[This qualitative case study aimed to explore the model of parental involvement in social-emotional learning (SEL) for children with autism at home and identify the factors influencing it. Conducted with three parents of elementary-school-age children with autism in Yogyakarta, data were collected through semi-structured interviews, passive participant observation, and documentation. Then analyzed using Creswell's spiral model with NVivo 15 support. Findings show that parental involvement forms a generic, non-linear model integrating five aspects: perceived life context, parental beliefs and motivation, perceived invitations to involvement, parenting style with child receptivity, and SEL practices, connected through both mediated and direct pathways. Life context (education, occupation, time-energy, social support, economic condition) shapes parents' beliefs-motivation and how they appraise invitations to involvement; child-originated invitations prove most influential, while general school invitations show little impact. In conclusion, parental involvement is dynamic, contextual, and individual, meaning the same parenting goal can produce distinct social-emotional competence profiles across children.]]>
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