Näytä suppeat kuvailutiedot

dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorKikas, Eve
dc.date.accessioned2020-01-17T10:14:57Z
dc.date.available2021-10-03T21:35:09Z
dc.date.issued2019
dc.identifier.citationSilinskas, G., & Kikas, E. (2019). Math homework : Parental help and children’s academic outcomes. <i>Contemporary Educational Psychology</i>, <i>59</i>, Article 101784. <a href="https://doi.org/10.1016/j.cedpsych.2019.101784" target="_blank">https://doi.org/10.1016/j.cedpsych.2019.101784</a>
dc.identifier.otherCONVID_31248833
dc.identifier.otherTUTKAID_81791
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67357
dc.description.abstractIn the present study, we examined the longitudinal relations between child-perceived parental help with math homework (i.e., support and control), children's math skills, and mother-reported task persistent behavior in homework situations. A total of 624 mother–child dyads were followed across Grade 6 and Grade 9, controlling for Grade 3 variables. At each measurement point, children completed math tests, and their mothers evaluated task persistence during homework. In Grades 6 and 9, children reported their perceptions of their parents’ help with math homework. First, the results showed that perceived support in Grade 6 predicted an increase in persistence during homework in Grade 9. Second, math skills in Grade 6 predicted an increase in perceived support in Grade 9. In addition, poor math skills in Grade 3 predicted an increase in perceived control in Grade 6. Finally, perceived control in Grade 6 predicted higher levels of perceived support in Grade 9. Overall, the results suggest that math skills in particular trigger certain types of parental helping behavior in children's math homework. In addition, a positive type of help with math homework—perceived autonomy-support—relates to motivational aspects of academic outcomes (i.e., task persistence in homework situations).en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherAcademic Press
dc.relation.ispartofseriesContemporary Educational Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.othermath
dc.subject.otherperceived parental support
dc.subject.otherperceived parental control
dc.subject.othertask persistence
dc.subject.otherevocative effect
dc.titleMath homework : Parental help and children’s academic outcomes
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001101129
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-01-10T13:15:10Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0361-476X
dc.relation.numberinseries0
dc.relation.volume59
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber296082
dc.subject.ysooppimistulokset
dc.subject.ysomatematiikka
dc.subject.ysovanhemmat
dc.subject.ysomatemaattiset taidot
dc.subject.ysotukeminen
dc.subject.ysokotitehtävät
dc.subject.ysoauttaminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8587
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
jyx.subject.urihttp://www.yso.fi/onto/yso/p4074
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p9131
jyx.subject.urihttp://www.yso.fi/onto/yso/p3928
jyx.subject.urihttp://www.yso.fi/onto/yso/p3847
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.cedpsych.2019.101784
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundinginformationThis study was supported by the Estonian Ministry of Education and Research (IUT 03-03) and by Academy of Finland (# 296082 , 2016–2019).
dc.type.okmA1


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