Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration

Abstract

Using a cross‐sectional design, this study examined the relationships between parental guilt, shame, need frustration, and homework stress in students with learning disabilities (LD) and typically developing students (TD) and their parents. One hundred and eight parent‐child dyads (54 LD, 54 TD) completed questionnaires to assess homework stress, parental need frustration, guilt, and shame. Parents of students with LD reported more stress, need frustration, shame, and guilt than parents of TD students. For the LD group, shame mediated the association between parental need frustration and parental and child stress whereas guilt mediated the association between parental need frustration and parental stress. The theoretical and practical implications for lessening homework stress for students with LD and their parents are discussed.

Development of the School Homework Involvement of Parents (SHIP) scale: preliminary validity data

“…No significant correlations were found between the SHIP scales and the DASS-21, indicating that SHIP scores were not significantly influenced by parents' subjective assessments of their internalizing symptoms, evidencing that SHIP measured a different construct of DASS-21. Previous research has suggested that increased scores on measures of parental stress predict inconsistent disciplinary practices and coercive behavior during homework supervision (Katz et al, 2022;Moè et al, 2020). The lack of correlation found in this study can be attributed to the low levels of stress, anxiety, and depression symptoms in the baseline data.…”

How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses

“…Moreover, though this study did not specifically target the analysis into the group of students with different disabilities (e.g., learning disability), we need to take these groups of students into consideration in the real life. Since parents of students with learning anxiety were reported more stress, need frustration than parents of typically developing students ( Moè and Katz, 2018 ; Katz et al, 2022 ), the thresholds and time of range of homework for optimal outcome analyzed from this study may not apply for these groups of students with special needs. Studies with targeted groups of students might need to further understand the issue.…”

The Emotional Impact of Family Involvement during Homework in Children with Neurodevelopmental Disorders: A Systematic Review

“…In line with other authors, the study concluded that the families of children with SLD who scored high on the "fear of COVID-19 through the fear of COVID-19 Scale (FCV-19S)" [61] and a "low sense of resilience" measured by the Connor-Davidson Resilience Scale (CD-RISC) [62] were more likely to show less beneficial family involvement during homework, which could produce a more conflictual family environment, less use of patience or beneficial methods, emotional problems arising from fear and stress caused by the situation, etc., [63][64][65][66]. In turn, the parents of children with SLD also showed higher levels of stress and more feelings of shame, guilt, and frustration of needs during family involvement in homework compared to the parents of students without SLD [35,36,49,58]. This seems to increase the likelihood of adopting a less beneficial form of family involvement during homework, with parents controlling and exerting pressure on their children, interfering, and giving orders during the time they participate in homework [53].…”