The Influence of Parental Involvement in Children’s Homework on Academic

Qiaoqiao Wei; Ke Gao

doi:doi:10.11648/j.edu.20231205.13

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The Influence of Parental Involvement in Children’s Homework on Academic

Qiaoqiao Wei, Ke Gao

Published in Education Journal (Volume 12, Issue 5)

Received: 10 July 2023 Accepted: 11 September 2023 Published: 13 October 2023

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Abstract

An increasing attention has been paid to children's education with the development of social economy. In recent years, the fierce social competition forces parents’ concentration on their children's academic achievements. Homework is a pivotal tool in fostering student learning, however, varying parental involvement approaches in the context of homework have demonstrated a spectrum of impacts. This study delves into an in-depth exploration of four modes of parental engagement, i e., autonomy support, control, interference, and cognitive engagement, within the realm of children's homework, while investigating their effects on academic achievement. In addition, we scrutinize how parental involvement manifests differently across different grade levels, revealing nuances in its influence throughout distinct developmental stages. Results underscore that the types of parental involvement in children’s homework are not suitable for each child or different periods of the same child, and it need dynamic adjustments. Specifically, autonomy support stands out as the most beneficial parental engagement method, facilitating problem-solving skills, nurturing parent-school communication, and fostering self-confidence and academic accomplishments in children. Notably, as grade levels progress, there's a need to adapt parental involvement strategies to prevent excessive intervention. The conclusions of this paper offer valuable information to families, schools, and policymakers, empowering them to craft targeted educational policies and practical strategies that foster holistic child development.

Published in	Education Journal (Volume 12, Issue 5)
DOI	10.11648/j.edu.20231205.13
Page(s)	213-216
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Parental Involvement, Children's Academic Achievements, Different Types of Involvement

References

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[2]	Pedro R., José C. N., Guillermo V., Tânia N., Jennifer C., Sonia F., Antonio V. (2018). Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology. 53: 168-180. https://doi.org/10.1016/j.cedpsych.2018.04.001.
[3]	Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents' achievement strategies. Journal of Adolescence, 23 (2): 205-222. doi: 10.1006/jado.2000.0308.
[4]	Yang, F., Qian, Y. & Xia, Z. Cognitive ability and locus of control: the effect of parental involvement on the academic performance of elementary and secondary school students. Curr Psychol (2023). https://doi.org/10.1007/s12144-023-04572-7
[5]	Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25 (4), 464-487. doi: 10.1006/ceps.1999.1036.
[6]	Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: a meta-analysis. Educational Psychology Review, 13 (1): 1-22. doi: 10.1023/A:1009048817385.
[7]	Gintautas, S., E., Kikas. (2019). Math homework: Parental help and children’s academic outcomes. Contemporary Educational Psychology. 59: 101784. doi: 10.1016/j.cedpsych.2019.101784.
[8]	Sungwon K. (2022). Fifty years of parental involvement and achievement research: A second-order meta-analysis. Educational Research Review. 37: 100463. https://doi.org/10.1016/j.edurev.2022.100463
[9]	Kaley C., Catherine A., Zhou Q. (2021). Longitudinal relations among school context, school-based parent involvement, and academic achievement of Chinese American children in immigrant families. Journal of School Psychology. 88: 1-17. https://doi.org/10.1016/j.jsp.2021.07.002
[10]	Wei J., Eva M. Pomerantz, Florrie F., Yu Y. H., Wang M. Z., Wang Q. (2022). Do the effects of parents’ involvement in youth’s academic adjustment vary with youth’s developmental phase? A longitudinal investigation in China. Contemporary Educational Psychology. 71: 102118. https://doi.org/10.1016/j.cedpsych.2022.102118
[11]	Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, 10 (3), 375-406. doi: 10.1007/s11409-015-9135-5.
[12]	Balli, S. J., Wedman, J. F., & Demo, D. H. (1997). Family involvement with middle-grades homework: effects of differential prompting. The Journal of Experimental Education, 66 (1): 31-48. doi: 10.1080/00220979709601393.
[13]	Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36 (3), 195-209. doi: 10.1207/S15326985EP3603_5.
[14]	Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78 (4), 1039-1101. doi: 10.3102/0034654308325185.
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APA Style

Qiaoqiao Wei, Ke Gao. (2023). The Influence of Parental Involvement in Children’s Homework on Academic. Education Journal, 12(5), 213-216. https://doi.org/10.11648/j.edu.20231205.13

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ACS Style

Qiaoqiao Wei; Ke Gao. The Influence of Parental Involvement in Children’s Homework on Academic. Educ. J. 2023, 12(5), 213-216. doi: 10.11648/j.edu.20231205.13

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AMA Style

Qiaoqiao Wei, Ke Gao. The Influence of Parental Involvement in Children’s Homework on Academic. Educ J. 2023;12(5):213-216. doi: 10.11648/j.edu.20231205.13

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@article{10.11648/j.edu.20231205.13,
  author = {Qiaoqiao Wei and Ke Gao},
  title = {The Influence of Parental Involvement in Children’s Homework on Academic},
  journal = {Education Journal},
  volume = {12},
  number = {5},
  pages = {213-216},
  doi = {10.11648/j.edu.20231205.13},
  url = {https://doi.org/10.11648/j.edu.20231205.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231205.13},
  abstract = {An increasing attention has been paid to children's education with the development of social economy. In recent years, the fierce social competition forces parents’ concentration on their children's academic achievements. Homework is a pivotal tool in fostering student learning, however, varying parental involvement approaches in the context of homework have demonstrated a spectrum of impacts. This study delves into an in-depth exploration of four modes of parental engagement, i e., autonomy support, control, interference, and cognitive engagement, within the realm of children's homework, while investigating their effects on academic achievement. In addition, we scrutinize how parental involvement manifests differently across different grade levels, revealing nuances in its influence throughout distinct developmental stages. Results underscore that the types of parental involvement in children’s homework are not suitable for each child or different periods of the same child, and it need dynamic adjustments. Specifically, autonomy support stands out as the most beneficial parental engagement method, facilitating problem-solving skills, nurturing parent-school communication, and fostering self-confidence and academic accomplishments in children. Notably, as grade levels progress, there's a need to adapt parental involvement strategies to prevent excessive intervention. The conclusions of this paper offer valuable information to families, schools, and policymakers, empowering them to craft targeted educational policies and practical strategies that foster holistic child development.},
 year = {2023}
}

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TY  - JOUR
T1  - The Influence of Parental Involvement in Children’s Homework on Academic
AU  - Qiaoqiao Wei
AU  - Ke Gao
Y1  - 2023/10/13
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231205.13
DO  - 10.11648/j.edu.20231205.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 213
EP  - 216
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231205.13
AB  - An increasing attention has been paid to children's education with the development of social economy. In recent years, the fierce social competition forces parents’ concentration on their children's academic achievements. Homework is a pivotal tool in fostering student learning, however, varying parental involvement approaches in the context of homework have demonstrated a spectrum of impacts. This study delves into an in-depth exploration of four modes of parental engagement, i e., autonomy support, control, interference, and cognitive engagement, within the realm of children's homework, while investigating their effects on academic achievement. In addition, we scrutinize how parental involvement manifests differently across different grade levels, revealing nuances in its influence throughout distinct developmental stages. Results underscore that the types of parental involvement in children’s homework are not suitable for each child or different periods of the same child, and it need dynamic adjustments. Specifically, autonomy support stands out as the most beneficial parental engagement method, facilitating problem-solving skills, nurturing parent-school communication, and fostering self-confidence and academic accomplishments in children. Notably, as grade levels progress, there's a need to adapt parental involvement strategies to prevent excessive intervention. The conclusions of this paper offer valuable information to families, schools, and policymakers, empowering them to craft targeted educational policies and practical strategies that foster holistic child development.
VL  - 12
IS  - 5
ER  -

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Author Information

Qiaoqiao Wei

School of Economics, Peking University, Beijing, Peoples Republic of China
Ke Gao

Development Research Center, Shandong Provincial People’s Government, Jinan, Peoples Republic of China

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APA Style

Qiaoqiao Wei, Ke Gao. (2023). The Influence of Parental Involvement in Children’s Homework on Academic. Education Journal, 12(5), 213-216. https://doi.org/10.11648/j.edu.20231205.13

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ACS Style

Qiaoqiao Wei; Ke Gao. The Influence of Parental Involvement in Children’s Homework on Academic. Educ. J. 2023, 12(5), 213-216. doi: 10.11648/j.edu.20231205.13

Copy | Download

AMA Style

Qiaoqiao Wei, Ke Gao. The Influence of Parental Involvement in Children’s Homework on Academic. Educ J. 2023;12(5):213-216. doi: 10.11648/j.edu.20231205.13

Copy | Download

@article{10.11648/j.edu.20231205.13,
  author = {Qiaoqiao Wei and Ke Gao},
  title = {The Influence of Parental Involvement in Children’s Homework on Academic},
  journal = {Education Journal},
  volume = {12},
  number = {5},
  pages = {213-216},
  doi = {10.11648/j.edu.20231205.13},
  url = {https://doi.org/10.11648/j.edu.20231205.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231205.13},
  abstract = {An increasing attention has been paid to children's education with the development of social economy. In recent years, the fierce social competition forces parents’ concentration on their children's academic achievements. Homework is a pivotal tool in fostering student learning, however, varying parental involvement approaches in the context of homework have demonstrated a spectrum of impacts. This study delves into an in-depth exploration of four modes of parental engagement, i e., autonomy support, control, interference, and cognitive engagement, within the realm of children's homework, while investigating their effects on academic achievement. In addition, we scrutinize how parental involvement manifests differently across different grade levels, revealing nuances in its influence throughout distinct developmental stages. Results underscore that the types of parental involvement in children’s homework are not suitable for each child or different periods of the same child, and it need dynamic adjustments. Specifically, autonomy support stands out as the most beneficial parental engagement method, facilitating problem-solving skills, nurturing parent-school communication, and fostering self-confidence and academic accomplishments in children. Notably, as grade levels progress, there's a need to adapt parental involvement strategies to prevent excessive intervention. The conclusions of this paper offer valuable information to families, schools, and policymakers, empowering them to craft targeted educational policies and practical strategies that foster holistic child development.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - The Influence of Parental Involvement in Children’s Homework on Academic
AU  - Qiaoqiao Wei
AU  - Ke Gao
Y1  - 2023/10/13
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231205.13
DO  - 10.11648/j.edu.20231205.13
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 213
EP  - 216
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231205.13
AB  - An increasing attention has been paid to children's education with the development of social economy. In recent years, the fierce social competition forces parents’ concentration on their children's academic achievements. Homework is a pivotal tool in fostering student learning, however, varying parental involvement approaches in the context of homework have demonstrated a spectrum of impacts. This study delves into an in-depth exploration of four modes of parental engagement, i e., autonomy support, control, interference, and cognitive engagement, within the realm of children's homework, while investigating their effects on academic achievement. In addition, we scrutinize how parental involvement manifests differently across different grade levels, revealing nuances in its influence throughout distinct developmental stages. Results underscore that the types of parental involvement in children’s homework are not suitable for each child or different periods of the same child, and it need dynamic adjustments. Specifically, autonomy support stands out as the most beneficial parental engagement method, facilitating problem-solving skills, nurturing parent-school communication, and fostering self-confidence and academic accomplishments in children. Notably, as grade levels progress, there's a need to adapt parental involvement strategies to prevent excessive intervention. The conclusions of this paper offer valuable information to families, schools, and policymakers, empowering them to craft targeted educational policies and practical strategies that foster holistic child development.
VL  - 12
IS  - 5
ER  -

Copy | Download