Maternal homework assistance and children's task-persistent behavior in elementary school
Viljaranta, J., Silinskas, G., Lerkkanen, M.-K., Hirvonen, R., Pakarinen, E., Poikkeus, A.-M., & Nurmi, J.-E. (2018). Maternal homework assistance and children's task-persistent behavior in elementary school. Learning and Instruction, 56, 54-63. https://doi.org/10.1016/j.learninstruc.2018.04.005
Published inLearning and Instruction
DisciplineEsi- ja alkuopetusKasvatuspsykologiaKasvatustiedePsykologiaPre- and Early Childhood EducationKasvatuspsykologiaEducationPsychology
© Elsevier Ltd, 2018. This is a final draft version of an article whose final and definitive form has been published by Pergamon Press. Published in this repository with the kind permission of the publisher.
The present study used a sample of 365 children to investigate the longitudinal associations between maternal homework assistance (i.e., help, monitoring, and autonomy granting) and children's task-persistent behavior in learning situations from grade 2 to grade 4 of elementary school. Also, the extent to which task-persistent behavior plays a role in the links between parental homework assistance and children's academic performance was examined. The results showed that the more autonomy granting mothers reported, the more task-persistent behavior children exhibited; and more task-persistent behavior children exhibited, the more autonomy their mothers granted. In contrast, the more mothers helped their children, the less task-persistent behavior was reported, and the less task-persistent behavior children exhibited, the more mothers tried to help and monitor their children later on. Additionally, some evidence was found supporting the role of task-persistent behavior in the relation between maternal homework assistance and academic performance. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF; Postdoctoral Researcher, AoF; Research profiles, AoF
Additional information about fundingThis study was funded by personal funding for the first author from the Academy of Finland (#265817), and other grants from the same funding agency for the project (Nr. 268586 for 2013–2017, 266851 for 2013–2017, and 292466 for 2015–2019) and for other authors (#294970, # 277299, and # 296082).
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