کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
352741 | 618617 | 2012 | 15 صفحه PDF | دانلود رایگان |
This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.
► Parental interference and conflict negatively related to academic outcomes.
► Support and parental competence positively related to academic outcomes.
► Small associations between parental homework involvement and family background.
► Parental homework involvement does not mediate the relationship between family background and academic outcomes.
Journal: Contemporary Educational Psychology - Volume 37, Issue 1, January 2012, Pages 55–69