6533b86efe1ef96bd12cbe9d
RESEARCH PRODUCT
Parental Involvement in Math Homework: Links to Children’s Performance and Motivation
Gintautas SilinskasEve Kikassubject
animal structuresself-controlmedia_common.quotation_subjectlasten kehityseducationControl (management)Self-conceptbehavioral disciplines and activitiessukupuoliEducationDevelopmental psychologyPerceptionmental disordersgender0501 psychology and cognitive sciencestasksMathematics instructionta515lapsettask persistencemedia_commonmotivaatioSchoolsitsehallintamatematiikkamathematics05 social sciencesparents050301 educationmath self-conceptperceived parental controlsuoriutuminenvanhemmatkotitehtävättehtävätperceived parental supportPsychologyhuman activities0503 educationpsychological phenomena and processeshomework050104 developmental & child psychologydescription
The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (taskpersistent homework behavior and math self-concept). Children (n = 512) reported their perceptions concerning parental involvement in sixthgrade math homework. In grades 3 and 6, children completed math tests, evaluated own math self-concept, and their mothers (n = 420) evaluated task persistence during homework. The results showed that low selfconcept in math predicted increased parental control, which in turn related to low math performance, task persistence, and math selfconcept. Second, perceived parental support was related to increased task persistence during homework. Finally, parental control was especially detrimental for boys’ task persistence and math self-concept. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-06-01 | Scandinavian Journal of Educational Research |