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 in
Learning and InstructionDate
2018Discipline
Esi- ja alkuopetusKasvatuspsykologiaKasvatustiedePsykologiaPre- and Early Childhood EducationKasvatuspsykologiaEducationPsychologyCopyright
© 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 b
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Publisher
ElsevierISSN Search the Publication Forum
0959-4752Keywords
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