Antecedents and consequences of maternal involvement in children's homework: A longitudinal analysis

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

“…We expected low performance and low motivation to increase the perception of parental control and decrease perceived parental support (Levin et al, 1997;Silinskas et al, 2015). Contrary to our expectations, math performance-although significantly correlated with perceived parental control (Table 3)-did not have a significant effect on perceived parental control after considering children's general ability and maternal education.…”

“…Despite the basic assumption in the previous research that parental involvement in homework predicts children's outcomes, it is also possible that children's characteristics (e.g., performance and motivation) impact the ways parents are involved in their children's homework (Levin et al, 1997;Pomerantz & Eaton, 2001;Silinskas, Kiuru, Aunola, Lerkkanen, & Nurmi, 2015). This "evocative effect" of children's characteristics, not only the active efforts of the child (e.g., specific invitations [Green, Walker, Hoover-Dempsey, & Sandler, 2007]), can influence the reaction of significant others (e.g., parents and teachers [Nurmi, 2012;).…”

“…This "evocative effect" of children's characteristics, not only the active efforts of the child (e.g., specific invitations [Green, Walker, Hoover-Dempsey, & Sandler, 2007]), can influence the reaction of significant others (e.g., parents and teachers [Nurmi, 2012;). Thus, also based on the previous research (Levin et al, 1997;Pomerantz & Eaton, 2001;Silinskas et al, 2015), it can be assumed that children's poor performance makes parents apply more controlling and less autonomy supportive strategies when assisting their children with homework.…”

“…Based on previous research, we expected perceived parental control to be negatively related to children's performance and motivation (Hill & Tyson, 2009;Silinskas et al, 2015), whereas perceived parental support is positively related to the children's performance and motivation (Cooper et al, 2000;Pomerantz et al, 2007) in sixth grade. Moreover, we expected low performance and low motivation in third grade to have a positive effect on perceived parental control and a negative effect on perceived parental support in sixth grade (Levin et al, 1997;Silinskas et al, 2015). We also examined to what extent the development of children's math skills and motivation across third to sixth grades are mediated by perceived parental control and support.…”

The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework

“…However, researchers including H. Cooper et al (2000), Desimone (1999), Hill andTyson (2009), Pomerantz et al (2005), and Singh, Bickley, Trivette, and Keith (1995), to mention a few, found negative associations. Other authors, again, have suggested that parental homework involvement has no effect at all on students' academic achievement (Levin et al, 1997). In their synthesis of previous research on parental homework involvement, Patall et al (2008) concluded that parental involvement in homework was only weakly associated with students' academic achievement.…”