Parental Involvement in Math Homework: Links to Children’s Performance and Motivation
Silinskas, G., & Kikas, E. (2017). Parental Involvement in Math Homework: Links to Children’s Performance and Motivation. Scandinavian Journal of Educational Research, forthcoming. Published online 01 Jun 2017. doi:10.1080/00313831.2017.1324901
Julkaistu sarjassaScandinavian Journal of Educational Research
© 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License.
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.