Does parental homework involvement mediate the relationship between family background and educational outcomes?

Homework is a natural connection path for encouraging parental involvement in learning. Also, parental involvement in math homework is one of the topics discussed in the international literature. In this study, firstly, parental involvement in homework was examined based on literature. In addition, theoretical framework for parental involvement in homework was mentioned. Later on, related to parental involvement in math homework, the studies in the world and Turkey were discussed. As a result of this review, the results were presented and supported by the researcher's suggestions. The aim of this study was to examine the parental involvement in math homework, which is frequently emphasized in mathematics education, based on literature and to provide a critical perspective in recent years. Thus, in the context of this study, in Turkey, it can shed light on parental involvement in math homework studies, which will be constructed in a field-specific structure in mathematics education. In the relevant literature, it seen that parental involvement in homework is a multi-dimensional structure. Most of the studies on parental involvement in homework are based on self-determination theory. According to this theory, there are two different types of parental involvement: Parental control and parental support. Studies report mixed results with regards to the effects of parental involvement in homework on children’s educational outcomes. In Turkey, studies on parental involvement in math homework have been reported to be very limited. It is recommended to investigate the structure of the parental involvement in math homework, and to focus on which type of involvement will produce better results for the students.

Parents are often involved in their child's homework with the goal of improving their child's academic achievement. However, mixed findings were observed for the role of parental involvement in homework in shaping students' learning outcomes. The present study examined whether and how the effect of parental involvement in homework on students' performance in science and math varies across sociocultural contexts by considering the degrees of societal collectivism-individualism. The present study used a large-scale dataset, consisting of participants from 43 countries/regions, to test whether societal collectivism-individualism would moderate the relationship between three types of parental involvement (asking, helping and checking) in homework and elementary school students' academic performance in math and science. The multi-level analyses revealed diverse effects of different parental involvement behaviours for homework. Helping and checking behaviours were generally negatively associated with elementary school students' academic achievement, but asking behaviours were positively associated with their academic achievement. Importantly, the positive effect of asking behaviours was stronger, while the negative effect of helping behaviours was weaker in collectivistic societies than in individualistic societies. The present study highlights the importance of considering the multifaceted nature of parental homework involvement and the sociocultural contexts that vary in collectivism-individualism when evaluating the role of parents in elementary school students' learning in math and science.

This study aims to produce a deeper understanding of the relationship between perceived parental homework involvement (i.e., parental homework control and parental homework support), student homework behaviors (i.e., time spend on homework completion, time management, and amount of homework completed), and student academic achievement. Using Mplus5.1, a structural equation model was fit for 1683 students at different stages of schooling (i.e., elementary school − 5th and 6th grades; junior high school − 7th and 8th grades; and high school − 9th and 10th grades). The data showed that student homework behaviors, perceived parental homework involvement, and academic achievement are significantly related. However, results vary depending on the students’ grade level: (a) in junior high and high school, perceived parental homework involvement is related to students’ homework behaviors, but not in elementary school; and (b) although students’ homework behaviors are related to academic achievement at each school level, the direction and magnitude of the relationships vary. Specifically, the relationship between perceived parental homework involvement and academic achievement is stronger in junior high and high school than in elementary school; and student homework behaviors mediate the association between perceived parental homework involvement (control and support) and academic achievement only in junior high and high school.

Parental involvement in homework plays a critical role in shaping students’ motivational resources and academic outcomes, yet the mechanisms underlying these relationships remain insufficiently understood. Addressing this gap, the present study examined the mediating roles of intrinsic motivation, extrinsic motivation, and homework self-efficacy in the relationship between parental homework involvement (support and control) and students’ homework completion and academic achievement. Data were collected from 629 middle and high school students using validated self-report instruments, including the Perceived Parental Homework Involvement Scale, the Students’ Motivation for Homework Scale, and the Mathematics Homework Self-Efficacy Scale. Homework completion was assessed with a single-item measure, and academic achievement was indexed using students’ mathematics report card grades. Structural equation modelling was employed to test the hypothesized mediation model, and multi-group analyses were conducted to examine the moderating effect of school level. The results indicated that perceived parental support was positively associated with intrinsic motivation and self-efficacy, whereas perceived parental control was primarily related to extrinsic motivation. Parental support indirectly predicted both homework completion and academic achievement through motivational variables, with self-efficacy emerging as the strongest predictor of academic outcomes. These findings highlight the importance of need-supportive parental involvement in fostering students’ motivational processes and academic success.

The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they believe that they should be involved, believe that their involvement will make a positive difference, and perceive that their children or children's teachers want their involvement. Parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies. Operating largely through modeling, reinforcement, and instruction, parents' homework involvement appears to influence student success insofar as it supports student attributes related to achievement (e.g., attitudes about homework, perceptions of personal competence, self-regulatory skills). Recommendations for research focused on the processes and outcomes of parents' homework involvement are offered, as are suggestions for school practices to enhance the effectiveness of parental involvement in homework.

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a specific subject by using meta-analysis. This meta-analysis investigated the relationship between parent homework involvement and students' mathematics achievement from two dimensions: supportive (SPI) and intrusive parent homework involvement (IPI), along with their moderators. Accessed through Web of Science, Taylor and Francis Online, EBSCO, Springer Link, Elsevier, and ProQuest databases, a total of 20 empirical studies between 2005 to 2022, 41 independent effect sizes were included (N = 16,338). Effect size estimations were obtained by transforming Fisher's correlation coefficient. This study has conducted the heterogeneity tests of the magnitudes grouped according to different moderators, and investigated the publication bias that affects meta-analysis studies. The results showed an overall positive link between SPI and students' mathematics achievement (r = 0.076, 95% CI = [0.037, 0.114]) and a negative link between IPI and students' mathematics achievement (r = -0.153, 95% CI = [-0.226, -0.079]). For the link of SPI and students' mathematics achievement, the effect sizes were (a) strongest when SPI was measured by autonomy support, followed by content support and provision of structure respectively; (b) stronger when students' mathematics achievement indicated by non-standardized measurement than standardized measurement. For the link of IPI and students' mathematics achievement, the effect sizes varied across grade level, strongest in high school, followed by middle school and lowest in primary school. These findings provide important implications for how to improve parental homework involvement practice to increase students' mathematics achievement.

Recent studies have demonstrated that parental homework involvement may not always foster students’ desired school outcomes. Such studies have also concluded that the quality of parental homework involvement matters, rather than the quantity. Most importantly, previous studies have shown that strong family-school partnerships (FSPs) may help to improve parental involvement. However, there is little research on how FSP is related to homework involvement. The aim of the present study is to examine the link between an effective family-school communication (EFSC) – as one aspect of FSP – and the quality of parental homework involvement in the German context. For this purpose, we developed a new measure of EFSC. Taking a self-determination theory perspective on parental need support, the quality of parental homework involvement was differentiated into two dimensions of parental supportive behavior: autonomy support and competence support. We analyzed the data of 309 parents (82% mothers) of school students (52% girls) who participated in an online survey. The structural equation model revealed a positive relation between EFSC and the quality of parental homework involvement, which in turn was positively associated with school performance and well-being. Moreover, we found that the quality of parental homework involvement mediated the relations of EFSC with achievement and well-being. The results of our study highlight the role of EFSC as a key performance factor that helps to improve the quality of parental homework involvement, thereby promoting student achievement and well-being.

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. 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. The sample consisted of 282 elementary school (5th grade) and junior high school students (8th grade) and one of their parents. Surveys were used for data collection. Structural equation modelling was applied for data analysis. (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. Different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one.

This review specifically focuses on the correlations between various parent strategies and student achievements in compulsory education. Therefore, Hoover‐Dempsey's framework on parental involvement in homework will be updated with more recent findings from the international scientific literature. When parents facilitate, structure or emotionally support the homework process and, as such, are not actively involved in assisting in homework tasks, then the literature indicates indecisive or negative results. However, when parents are directly involved in assisting their children during homework tasks, then positive correlations were found throughout the literature, in particular when parents engage in meta‐strategies or support the child's understanding of homework. While policy is primarily focused on providing instruments for parents to facilitate or structure the homework process, the current review suggests that parents need to be better informed on specific strategies that accommodate the student's need when assisting in homework tasks in order to improve achievements.

Parental involvement is one of the elements that affect a student's academic performance. The COVID-19 pandemic had an impact on society, particularly on families. This also led to the establishment of the new educational norm: online learning modes. As a result, it encourages children and their parents to participate in in-home learning while the isolation is linked to their academic achievement. This study attempted to identify to what extent this parental involvement in homework played a role in students? performance in terms of their grades in third quarter. Data was collected from intermediate students at United Evangelical Church School in Santa Cruz District, Santa Cruz, Laguna for School Year 2021? 2022. This study utilized the descriptive-survey method of research. The main instrument used in this study was the questionnaire. The instrument was intended to be answered without any verbal instructions. Therefore the survey was easy to complete, easy to understand, and had been written to give the students a stimulus to reflect upon after the survey was completed. It revealed that the profile of the students and the parental involvement in homework has no significant effect to their performance in terms of grades in third quarter. The study concluded that there was no significant effect observed from the profile of the students to their performance. Therefore, the null hypothesis which stated that "the profile of the students has no significant effect to their performance in terms of the grades in third quarter" is true since most of the given variables are not significantly related. The study showed that the parental involvement in homework has no significant effect to the performance of the students in terms of third quarter grades. Therefore, the null hypothesis which stated that "the parents? involvement has no significant effect to the performance of the students in terms of the grades in third quarter" is true since most of the given variables are not significantly related. Moreover, it is suggested that even though there is no significance between the variables, the parents must be responsible for providing guidance and supervising the children, especially during the online learning modalities. Also, it is suggested for the parents to empower, engage and lead their children with the values as the first educators.

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.

The factors associated with students’ success in learning may have been addressed but the impact of parental involvement continues to be a significant issue. Some schools in Tanzania post poor learning achievement amid claims that the traditional homework used in Public Primary Schools limit parental involvement and thus parents become not supportive to their children’s’ learning. This paper aimed at evaluating the effects of weekly Interactive English homework on parental involvement in homework and pupils’ English learning. Standard five pupils (N = 100) with their parents and 02 teachers participated in the 08-week study. 02 classes completed IHA (Interactive Homework Assignments) with directions for family and parent involvement. Two classes completed Non-Interactive Homework (no family involvement directions). Parents in Interactive homework group reported significantly higher levels of involvement than did Non-Interactive Parents. Pupils in IHA who more regularly involved parents significantly improved their behavior and skills needed for successful learning than Non-IHA pupils. The findings of this study support the hypothesis that IHA enhances parental involvement in homework and pupils learning in English than did the Non-IHA.

added by over 1,000 teachers to a survey of teachers' practices. Results of the survey of 3,700 teachers in about 600 schools in Maryland are described in Becker and Epstein (in this issue). The teachers' comments reflect the variation in years of experience and in the number and types of contacts individual teachers have had with parents. Each theme can be viewed from two perspectives-there are potential advantages, but there are also potential problems, with any parent-involvement technique. Teachers' comments reveal their contrasting opinions on the benefits expected from parent assistance at home and on the organizational structures used to conduct parent-involvement activities. Some teachers are very positive about parent involvement; others have been discouraged by their attempts to communicate and work with parents.

The present study investigated parental involvement in the homework of children with learning disabilities, during distance learning due to the coronavirus disease 2019 (COVID‐19) pandemic. Also, the role of parents' fear of COVID‐19 and resilience in their involvement in homework was examined. The study involved 271 parents (140 mothers and 131 fathers) of children with learning disabilities, who studied in the fifth and sixth grade from4 schools of Thessaloniki (Greece). Parents completed a set of self‐reported questionnaires, which included a scale on parental involvement in homework, a scale on fear of COVID‐19, and a scale on resilience. According to the results, both mothers and fathers expressed a high fear of COVID‐19, a low sense of resilience, and were involved in homework mostly in terms of parental control. Parental involvement in homework was not significantly differentiated by children's gender and grade. Furthermore, the path analysis model showed that parents' fear of COVID‐19 predicted, indirectly and positively, parental control through the mediating role of resilience. The findings show how parents' current emotional state affects their involvement in the homework of children with learning disabilities. Finally, the findings imply the need for parental counseling during the pandemic, to feel more resilient and consequently supportive towards children's learning.