Non-cognitive ability is a critical component of human capital, and the mechanism of blocking cycle of poverty needs to be logically redeveloped based on this factor. In this paper we study the mechanism of parental involvement in promotion of students' non-cognitive abilities to block their cycle of poverty. Based on the social capital theory and the multiple mediator model, we explore the mechanism of the interaction between family social economic status, parental involvement, students' self-education prospects, and students' non-cognitive abilities. The results show that parental involvement and students' self-education prospects can produce obvious multiple mediator effect on the social economic status and students' non-cognitive abilities, with their mediator effects accounting for 70.82% and 10.95 respectively, and parental involvement has a direct and indirect coefficient of 0.37 and 0.042 respectively on students' non-cognitive abilities, with positive contributing effects. Parental involvement in education constitute a basic condition for development of students' non-cognitive abilities, and their manner of involvement should adapt to students' individual characteristic needs while attend to the mutual education help between schools, communities and families.