Typen elterlicher Hausaufgabenhilfe und ihr Zusammenhang mit der familialen Sozialisation

Moroni, Sandra; Dumont, Hanna; Trautwein, Ulrich

doi:10.1026/0049-8637/a000153

Cited by 8 publications

(2 citation statements)

References 61 publications

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“…The sample consists of students from families of higher socio‐economic status in well‐equipped Catholic schools. Although there are findings that deny differences in familial practices based on origin (Moroni, Dumont, & Trautwein, 2016), future studies should include children from less affluent backgrounds, as well as students in schools on lower educational tracks. The relatively high homogeneity of the students in this study, in terms of parents’ educational background and the schools they attend, may have helped to mask the effects of structural conditions, despite the fact that we chose to compare two extreme groups.…”

Section: Discussionmentioning

confidence: 99%

Differences in students’ scholastic well‐being induced by familial and scholastic context

Obermeier

Schlesier

Gläser‐Zikuda

2021

Brit J of Edu Psychol

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Background Since scholastic well‐being is connected with intrinsic motivation, positive emotions and effective learning, it is highly relevant for educational research. It is influenced by a variety of individual and contextual determinants and differs for several groups of students with respect to their environmental conditions. Aims Up to now, there has been neither approach in answering questions about group‐differences between students with high or low levels of scholastic well‐being nor in defining variables that are most different for these groups. The current study addresses this research gap by investigating differences in familial and scholastic aspects in two distinct groups of students (extreme high or low level of scholastic well‐being). Sample and Method Self‐report questionnaires from N = 852 fifth graders were evaluated using the multivariate analysis of variance (MANOVA) and a discriminant analysis. Results Results of the discriminant analysis show that attainment of academic educational track, good classroom‐management, positive social climate in class and high clarity of instruction, as well as low parental pressure on performance are characteristics that classify students with an extreme high level of scholastic well‐being. Therefore, those variables can be used to divide students into disjoint groups without having any information about their actual scholastic well‐being. Conclusion Firstly, it can be deduced from the findings that measures within the schools to promote scholastic well‐being should start with the improvement of instructional quality and social climate. Second, reduction of parental pressure on performance as well as the implementation of successful cooperation between families and schools is vital.

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Section: Discussionmentioning

confidence: 99%

Differences in students’ scholastic well‐being induced by familial and scholastic context

Obermeier

Schlesier

Gläser‐Zikuda

2021

Brit J of Edu Psychol

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“…A substantial share of studies dealing with school-related parental support refers to help with homework (see for example Wild and Remy, 2002;Moroni et al, 2016;Guill, 2020).…”

Section: Parental Support With Homework Before the Covid-19 Pandemicmentioning

confidence: 99%

Explaining inequalities of homeschooling in Germany during the first COVID-19 lockdown

2023

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Current studies suggest that the COVID-19 pandemic is worsening existing social inequalities in the field of education worldwide. In this paper, we argue that the pandemic is especially challenging for students from socially disadvantaged and educationally deprived homes, as parental engagement and resources are very important in terms of guiding and supporting students’ learning processes during this school closure period. To examine how well parents were able to help their children with schoolwork during the homeschooling period in Germany, we used data from the German National Educational Panel Study (NEPS, n = 3,714) collected during the first such period in May/June 2020 when students were in Grade 7. Taking known mechanisms of inequality of educational opportunity into account, we explored the effects of parents’ aspirations and cultural, social, and economic capital on their ability to help their children. Our results showed that although the majority of the examined parents were able to provide good schoolwork support, as expected, we found inequalities related to social background. Parents with low education were twice as likely as highly educated parents to be unable to provide sufficient support. In our multivariate analyses, family resources had a significant positive effect on the likelihood of a parent being able to help. Moreover, regardless of the social or cultural capital endowment of the parents, good household technical equipment was associated with a higher probability of support. Thus, ensuring that students have access to technical home equipment could be a way to promote an educationally supportive learning environment across all social groups.

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Familie und Schule

Thiersch¹,

Silkenbeumer²

2022

Handbuch Schulforschung

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Typen elterlicher Hausaufgabenhilfe und ihr Zusammenhang mit der familialen Sozialisation

Cited by 8 publications

References 61 publications

Differences in students’ scholastic well‐being induced by familial and scholastic context

Differences in students’ scholastic well‐being induced by familial and scholastic context

Explaining inequalities of homeschooling in Germany during the first COVID-19 lockdown

Familie und Schule

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