Parental Homework Research Articles

Does parent-child connectedness influence substance use among Bhutanese adolescents: evidence from a national survey?

Highlights• Tobacco use was highest, followed by alcohol and marijuana use.• The prevalence of substance use was higher in male than female adolescents.• Parental homework supervision significantly lowered the odds of alcohol and tobacco use.• Parental free-time supervision significantly reduced the odds of alcohol and tobacco use.• No significant association was found between parent-child connectedness and marijuana use.

Child and Parent Perceptions of Parental Homework Involvement

Helping with homework is one of the most typical ways in which parents become involved in their children’s schooling. Previous research has mainly focused on the child’s perception of parental homework involvement. The present study examined whether parents and their children perceive parental homework involvement differently. We analysed data from 881 children, their mothers, and their fathers in the German-speaking part of Belgium. We found small to moderate associations (r = .23 to r = .60) between child and parent perceptions, the highest association being for the quantity of parental involvement. Moreover, both mothers and fathers perceived their own involvement more positively than did their children. Further differences were found concerning the gender of parent and child.

Relationships between parental involvement in homework and learning outcomes among elementary school students: The moderating role of societal collectivism-individualism.

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.

The Effects of Parental Self-Efficacy on Elementary School Parental Anxiety as Homework Assistant: The Mediating Role of Parental Homework Management

The Effects of Parental Self-Efficacy on Elementary School Parental Anxiety as Homework Assistant: The Mediating Role of Parental Homework Management

Adaptation and Psychometric Evaluation of Homework Management, Teacher and Parent Involvement Scales for Middle Schoolers in Turkey

The aim of this research is to adapt the scales "Homework Management, Homework Effort, Teacher Homework Involvement, Teacher Feedback and Parental Homework Support" into Turkish. The research data were collected from 1,698 secondary school students in grades 5 to 8. The sample was divided into four subgroups and explanatory factor analysis was conducted on two groups and confirmatory factor analysis was conducted on two groups. Concurrent validity analyses were carried out on all students. Data were collected from students studying in 24 classes of six different secondary schools in the Maltepe, Kartal and Pendik regions of Istanbul. 49.12% of this group of students are girls and 50.88% are boys, and the mean age of the participants is 11.84 years. In addition to the scales adapted to the Turkish language, homework behavior (homework completion, time spent on homework, going to school without homework) and academic achievement were measured for concurrent validity. The results of the EFA and CFA analyses were similar to the original scales for all scales. These findings regarding the number of sub-dimensions, the placement of scale items within these sub-dimensions, and the concurrent validity scores indicate that the Turkish versions of the five scales are valid and reliable for assessing mathematics homework at the secondary school level.

Feasibility of OT-Parentship: An intervention for parents of adolescents with autism

Introduction: Parents of individuals with autism face various difficulties, among which are decreased resilience and heightened stress. OT-Parentship is an intervention for parents of adolescents with autism that aims to promote parental resilience and enhance adolescents’ participation in daily life. This study examines OT-Parentship’s feasibility and explores the improvement of parental resilience and child and parent occupational performance following intervention. Methods: A mixed methods pre-post and follow up study. Fourteen parents (six mothers and four couples) of adolescents with autism participated in a series of 13 individual weekly sessions of 90 minutes each. Study results were analyzed before, after, and 3 months post intervention. Results: All parents completed treatment, with 100% adherence to sessions. Therapist’s treatment fidelity was estimated at 95–97% and parent homework completion was 85%. Preliminary efficacy findings show significant improvement in mothers’ and adolescents’ occupational performance and improvement in maternal resiliency. Conclusion: Research results support the feasibility of the OT-Parentship as a family centered, strength-based, intervention program that leads to improvements in adolescent participation and parental resilience.

Parental Homework Involvement and Students' Achievement: A Three-Level Meta-Analysis.

Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students’ achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies. We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants. Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students’ achievement ( r = −0.064, p < 0.001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students’ achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender. Given that parental autonomy support was the only dimension that was positively related to students’ achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school.

Parental homework support and technostress in the family context

Participation of parents in their elementary school children's homework is essential for several reasons: it fosters a positive attitude towards learning, helps to establish routines of study and responsibility, allows to know the progress and difficulties of children and also strengthens the relationship between parents and children. The objective of this research was to describe the participation of parents in their children's homework, as well as their level of technostress, through a quantitative, non-experimental, cross-sectional and descriptive study with 107 fathers and mothers from the administrative area of a Mexican public higher education institution. As results, a mean of 3.51 points (always) was obtained in the variable support for their children's autonomy; 2.54 points (almost always) in cognitive stimulation; and 2.72 points in technostress. In conclusion, parental involvement in the studies of elementary school children is crucial for their academic success and integral development; the level of stress related to the use of educational technology in homework may vary according to the individual and the circumstances.

Student-perceived teacher and parent homework involvement: Exploring latent profiles and links to homework behavior and achievement

This study investigated student-perceived teacher and parent homework involvement through a person-centered approach involving 739 8th graders. Latent profile analysis (LPA) identified three profiles: Low Perceived Autonomy Support, Homework Quality, and Feedback Quality (8.12 %), Moderate Perceived Involvement (63.60 %), and High Perceived Autonomy Support, Homework Quality, and Feedback Quality (28.28 %). Gender was related to profile membership. Profile membership predicted homework behavior and performance after controlling for prior achievement and parent education (d = 0.50 to 1.34). Students with higher perceived autonomy support, and quality of homework and feedback exerted more effort, procrastinated less, completed more homework, and achieved higher. Implications for teacher and parent homework involvement are discussed. Educational relevance statementOur study expands and extends extant literature, by employing a person-centered perspective to simultaneously examine the concurrent influences of various dimensions of parent and teacher homework involvement on homework behavior and performance. While complementing previous findings from studies taking variable-centered and person-centered approaches to either teacher homework involvement or parent homework involvement, our study provides more robust evidence regarding the significant role of perceived teacher autonomy support, parent autonomy support, homework quality, and feedback quality in promoting favorable homework behavior and performance. It further suggests that feedback quantity, help quantity, and content support could produce favorable homework behavior and higher achievement when autonomy support, homework quality, and feedback quality are also perceived as higher. Taken together, simultaneously considering multiple dimensions of teacher and parent homework involvement contributes to a deeper, more holistic understanding of teacher and parent homework involvement, going beyond prior work, for instance, whether homework behavior or performance is positively related to feedback quality or unrelated parent help quantity for the entire sample.

Adolescent homework management strategies and perceptions of parental involvement

Throughout adolescence, the school, family and peer group can play an influential role in a young person’s psychological development and adjustment to school. This study focuses on the importance of the family during the adolescent period as it applies to developmental opportunities and the self-regulation necessary for the acquisition of psychological autonomy and new skills. How do adolescents perceive parental involvement? Does this parental support meet their need for autonomy and help adolescents acquire the necessary academic skills? This study examines the way in which French adolescents perceive the topic of homework and the interest their families show in it. Research is based on the parental involvement models of Epstein (2001) and Hoover-Dempsey and Sandler (1995), which focused on parental practices of monitoring schoolwork. These practices reflected the overall roles, involvement, and support of parents in their adolescent’s education. On a voluntary basis, 504 adolescents aged 12−15 responded to a questionnaire, with questions adapted from the ‘Child perceptions of parent’s structuring and activities related to homework’ (Cooper et al., 1998). The results of this study show that the perceived involvement and efficacy of parents have an effect on adolescents’ self-regulation strategies. This parental interest, then, is implicitly passed on to the adolescent by way of parental homework assistance.

Student-perceived parental help with homework: Identifying student profiles and their relations with homework effort, procrastination, and achievement

This study examined student-perceived parental help with homework through a person-centered approach based on the data from 534 8th graders in China. Measures on student-perceived help included (a) two measures relating to student-perceived quality of parental help (content support and autonomy support), and (b) one measure concerning student-perceived quantity of parental help. Latent profile analysis produced five different profiles regarding parental homework help: Low Perceived Help (7.865 %), Medium-Low Perceived Help (24.157 %), Predominantly Perceived Autonomy Support (4.869 %), Moderate Perceived Help (49.813 %), and High Perceived Help (13.296 %). Furthermore, profile membership was related to homework effort, procrastination, and mathematics achievement after controlling for parent education and prior achievement, with medium to large effect sizes. Overall, students with higher perceived parental help (particularly relating to autonomy support) put forth more homework effort, procrastinated less, and scored higher on mathematics achievement. Implications for future studies and homework practices are considered with regard to these findings.

Reciprocal relationships between parental and scholastic homework assistance and students' academic functioning at elementary school.

Homework assistance is provided both by parents and by institutions, for example, full-day schools. Previous research found evidence that the quality of homework assistance - measured by three dimensions derived from the self-determination theory, namely, responsiveness, structure, and control - is reciprocally related with students' academic functioning (i.e., achievement and homework behavior). However, findings on parental homework assistance have been consistent only for the secondary level, whereas elementary school students have been studied less and previous results obtained for this population are inconclusive. Moreover, research on homework assistance that is given at school is scarce. Therefore, the present study aimed to investigate whether reciprocal associations between the quality of homework assistance and students' academic functioning in elementary school can be found (1) for parental homework assistance and (2) for scholastic homework assistance. We calculated cross-lagged panel models based on longitudinal data from 335 German fourth graders collected in autumn 2019 (September and October) and winter 2020 (February and March). The analyses for scholastic homework assistance were based on a subsample of 112 students. Whereas responsiveness and structure did not predict students' outcomes in the way we expected, control had unfavorable relationships in both homework settings. Moreover, parental control was reciprocally related with students' mean grades in three subjects. The positive forms of homework assistance (responsiveness and structure) were predicted by different indicators of academic functioning in the two homework settings.

Parental mentalization goes to school: a brief online mentalization-based intervention to improve parental academic support

ABSTRACT Parental support of children’s learning contributes to children’s motivation, efficacy, and academic success. Nonetheless, in the context of homework, many parents struggle to offer adequate academic support and intervene in a manner that can curtail children’s academic progress. A mentalization-based online intervention was proposed for improving parental homework support. The intervention involves teaching parents to dedicate the first 5 minutes of homework preparation to observation of the child’s and the parent’s mental states. Thirty-seven Israeli parents of elementary school children randomly assigned to intervention or waitlist conditions participated in a pilot study assessing the feasibility and initial efficacy of the intervention. Participants completed self-report measures before and after the intervention or a 2-week waiting period and provided feedback on the intervention. Pilot findings suggest that this low-intensity online intervention can be effective in improving parenting practices in the homework supervision context. A randomized controlled trial is required to further establish the intervention’s efficacy.

Parental homework-help profiles throughout grades 6 – 9: Relations to motivation and mathematics skills

This study aimed to examine how parental profiles during homework help (supportive versus controlling) for children in Grades 6 and 9 change over time and relate to children’s motivation and math skills. Participants included 719 mother–child dyads. Children’s perceptions of parental help and math skills were assessed in both grades; children’s math-related self-concept, interest, and mother-rated task persistence were assessed only in Grade 6. Three similar profiles of parental help appeared in both grades. Most mothers and children belonged to the Average support and control profile (around 60% in both grades); 29–33% belonged to the Average support, high control profile; and 8–11% belonged to the Low support, below average control profile. Profiles differed based on children’s self-concept, task persistence, and math skills in Grade 6. Transitions of parental homework help predicted children’s math skills in Grade 9. These findings help to conceptualize parental homework help as a multidimensional construct that may manifest in three different profiles which differentially relate to the child’s skills and motivation.

Disentangling the individual and contextual effects of math anxiety: A global perspective

Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placing math anxiety among other important correlates of math achievement, such as socioeconomic status and magnitude representation ability. However, studies examining math anxiety's relation to achievement have largely focused on the effect of students' own math anxiety (individual effect), while little is known regarding the effect of math anxiety in students' educational context (contextual effect). Using three international studies of achievement (n = 1,175,515), we estimated both the individual and contextual effects of math anxiety across the globe. Results suggest that while there are consistent individual effects in virtually all countries examined, the contextual effects are varied, with only approximately half of the countries exhibiting a contextual effect. Additionally, we reveal that teacher confidence in teaching math is associated with a reduction of the individual effect, and country's level of uncertainty avoidance is related to a lessening of the contextual effect. Finally, we uncovered multiple predictors of math anxiety; notably, student perception of teacher competence was negative related with math anxiety, and parental homework involvement was positively related with math anxiety. Taken together, these results suggest that there are significant between-country differences in how math anxiety may be related with math achievement and suggest that education and cultural contexts as important considerations in understanding math anxiety's effects on achievement.

Pr\xe4diktoren von prozessbezogener und strukturierender elterlicher Unterst\xfctzung w\xe4hrend des (coronabedingten) Distanzunterrichts

ZusammenfassungDie Schulschließungen aufgrund der Corona-Pandemie verlagerten das schulische Lernen in die Familien. Schüler*innen standen vor der Aufgabe, ihr Lernen und ihre Lernzeit eigenständiger zu gestalten und wurden dabei vornehmlich von ihren Eltern sowohl organisatorisch als auch fachlich begleitet. Auf Basis bisheriger Forschung zur elterlichen Hausaufgabenunterstützung und zu Bildungspartnerschaften ist anzunehmen, dass sowohl die strukturierende als auch die prozessbezogene Lernbegleitung durch die Eltern von soziodemographischen Merkmalen der Familie abhängen, aber ebenfalls mit Merkmalen des Kindes (z. B. Alter, Lernverhalten) und der wahrgenommenen schulischen Lernbegleitung (Engagement der Lehrkraft, Anforderungsniveau) assoziiert sind. Diese postulierten Zusammenhänge wurden auf Basis von Daten einer standardisierten Onlinebefragung mit N = 6685 Eltern von Kindern an weiterführenden Schulen in Nordrhein-Westfalen regressionsanalytisch untersucht. Die Befunde sprechen für eine adaptive Lernbegleitung der Eltern, die für ältere, weibliche Kinder mit günstigem Lernverhalten weniger intensiv ausfällt als für jüngere, männliche Kinder mit ungünstigem Lernverhalten. Auch die Lernbegleitung durch die Schule trägt zur Vorhersage des elterlichen Verhaltens bei, wobei engagiertes Lehrkraftverhalten gerade bei Familien mit nicht-gymnasialer Schulbildung der Eltern zu verstärkter Unterstützung des Kindes beiträgt.

Parental involvement in homework: A qualitative Bourdieusian study of class, privilege, and social reproduction

ABSTRACT Research on homework, particularly using qualitative approaches, is neglected in sociological literature. This qualitative study uses a Bourdieusian interpretive lens to explore parental homework practices in a middle-class, urban setting in Ireland. In-depth semi-structured interviews were held with six parents and six teachers of pupils aged 10–11 years. We found that parents’ homework practices involved providing practical, educational, and emotional supports for their children. Homework offers a valuable analytic site wherein particularities of habitus, field, and capitals are revealed. Middle-class parents possess the requisite capitals to succeed in meeting schools’ expectations; they align their practices closely with those of the school, successfully replicating the field of the school; and they activate economic, cultural, and social capital on behalf of their children, such that the presence and use of many capitals are normalised in the familial quotidien, thereby privileging their children, and making visible micro-processes of social reproduction.

Family socioeconomic status and home-based parental involvement: A mediation analysis of parental attitudes and expectations

Improving parental involvement is an effective way to narrow the achievement gap between families with low and high socioeconomic status (SES). However, the parental involvement of low-SES families is insufficient. In previous studies, the explanation for the insufficient parental involvement in low-SES families focused on the objective factors, ignoring the differences of subjective factors. Using data from the 2014 China Education Panel Survey (CEPS), this study examined relationships between family SES and four types of home-based parental involvement (HPI), as well as the mediating effects of parental attitudes (PA) and parental expectations (PE). The results showed that different families have different HPI strategies. Families with high-SES tend to improve parental homework support, parent–child communication, and parental time with children, while those with low-SES tend to improve strict discipline. Our research shows that PA and PE have significant mediating effects, which significantly reduce the HPI of low-SES families, mainly in strict discipline and parent–child communication. Besides, PE’s effects are more significant than PA’s. The findings of the study underline the necessity to focus on the problems of insufficient HPI caused by parental attitudes and expectations in low-SES families. It is of significance to explore comprehensive and effective ways to improve HPI for low-SES families.

Suicidal behavior among school-going adolescents in Bangladesh: findings of the global school-based student health survey.

Suicidal behavior, defined as non-fatal suicidal thoughts and behaviors that include having suicide ideation, plan, and attempts, is a leading cause of injury and death among adolescents globally. This study aimed to explore the prevalence of and the factors associated with suicidal behavior among school-going adolescents in Bangladesh. This study utilized data from the 2014 Global School-based Student Health Survey (GSHS), Bangladesh. A sample of (n = 2989) school-going adolescents aged 11-18years was selected for this study. Risk factors of suicidal behavior were identified using a generalized estimating equation-modified Poison regression approach. The age-adjusted prevalence of suicidal behavior among adolescents in Bangladesh was 11.7%. The result indicated that individual psychosocial factors such as loneliness [adjusted risk ratio (ARR) 1.36; 95% confidence interval (CI) 1.02-1.81], anxiety (ARR 2.01; 95% CI 1.43-2.81), being bullied (ARR 1.88; 95% CI 1.51-2.33), and having no close friends (ARR 2.30; 95% CI 1.77-2.97) were associated with increased likelihood of suicidal behavior. Health-risk behaviors such as ever having sexual intercourse, alcohol and drug abuse, and social-environmental factors, such as rare parental homework check, and lack of peer support were found to be positively associated with adolescents' suicidal behavior. Additionally, a dose-response relationship is observed between the experience of multiple adverse psychosocial factors and suicidal behavior. Suicidal behavior is prevalent among school-going adolescents in Bangladesh. This study underscores the importance of early screening and interventions targeted to adolescents at risk, which might reduce the suicide rate among this population in Bangladesh.

Parental Homework Involvement in Early English Literacy: Challenges and Implications

This study explores the challenges experienced by Korean parents when they are asked to become involved in their young children’s English literacy homework. The study draws on a larger research project that explored the learning progress and associated challenges of primary-school-aged Korean learners when taking English decoding instruction and the difficulties that the parents face when helping their children at home. Data were collected through a four-month exploratory intervention in 2017 with 14 children and their 11 parents in Seoul. Diverse instruments were utilized in the collection and triangulation of data from the parents, including demographic questionnaires, parent interviews, parent diaries, informal talks, and a research journal. Data analyses revealed rich information about the emerging challenges related to parental involvement in their children’s English decoding homework assignments. These challenges generally clustered around three themes: (1) parental lack of familiarity with early English reading practices, (2) perceived lack of professional support, and (3) parents’ attitudes towards homework involvement. Suggestions for facilitating parental support and school-home connections are discussed in the light of these three themes.