Background: Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals.
Aims: The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated.
Sample: The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents.
Methods: Surveys were used for data collection. Structural equation modelling was applied for data analysis.
Results: (1) Autonomy support during homework was predicted by parent mastery goal, parents' control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy. (2) Parental autonomy support, control, and interference were differentially associated with student mastery and performance goal orientations, whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of variables were different.
Conclusion: Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one.
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http://dx.doi.org/10.1111/bjep.12039 | DOI Listing |
Behav Sci (Basel)
November 2024
College of Education, Zhejiang University, Hangzhou 310058, China.
Chinese parents' involvement in children's homework has become a hot topic, which not only affects students' learning but also leads to mental health problems. This study aimed to examine how parent involvement in homework affects students' negative emotions, focusing on the mediating role of family responsibility and the moderating role of parent-child communication in it. The study uses data from the CFPS 2020 database by Peking University, with a sample size of 6906, resulting in 494 valid observations after data cleaning.
View Article and Find Full Text PDFPLoS One
December 2024
Department of Psychology, University of Cologne, Cologne, Germany.
Introduction: Digital media have become integral to schoolchildren's lives, both within educational and non-educational settings. Educators emphasize the importance of bridging the gap between school learning and children's out-of-school activities. To identify potential variations and commonalities, we investigated key situations with digital media among lower secondary schoolchildren in Germany, aiming to determine which themes are especially relevant in different settings.
View Article and Find Full Text PDFNat Sci Sleep
December 2024
Institute of Social Medicine and Medical Ethics, Faculty of Medicine, Comenius University in Bratislava, Bratislava, Slovakia.
Purpose: Later sleep timing is a key determinant of reduced sleep duration and quality in adolescents and is associated with negative mental and physical outcomes. However, little is known about adolescents' views on late bedtime. The study's purpose is to explore adolescents' perspectives on why they go to sleep late during school nights and what would help them to go to bed earlier.
View Article and Find Full Text PDFJ Sch Psychol
December 2024
School of Psychoeducation, University of Montreal, Canada.
Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students.
View Article and Find Full Text PDFJMIR Res Protoc
November 2024
Paris-Saclay University, Kremlin Bicêtre, France.
Background: Attention-deficit/hyperactivity disorder (ADHD) affects 4% to 5% of the general population. Homework sessions are frequent conflictual moments characterized by increased anxiety in children and stress in their parents, contributing to a lower family quality of life. Children with ADHD experience more severe homework problems than typically developing peers.
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