<p>Although prior research has demonstrated a positive association between parental involvement and children’s academic self-concept and academic buoyancy, the extent to which different forms of parental involvement contribute to the development of these concepts and their interaction remains unknown. This one-year longitudinal study applied network analysis to 807 Chinese primary students (52% boys; <i>M</i>_age=10.38) to examine how distinct parental involvement dimensions dynamically interact with domain-specific academic self-concept and buoyancy. Contemporaneous network models identified academic buoyancy as a bridge node linking parental involvement to academic self-concept. Temporal networks from Time 2 to Time 3 revealed the emotional involvement of parents positively associated with academic behavior self-control, and academic buoyancy over time, underscoring the paramount importance of parental emotional support in shaping students’ academic self-concept and buoyancy, thereby emphasizing the critical role of family context in fostering positive academic outcomes. This study established a mechanistic framework demonstrating how fostering specific forms of parental involvement, particularly emotional interactions, can directly enhance students’ academic self-concept and academic buoyancy, accounting for the nuanced interplay of temporal and dimensional specificity.</p>