Parents’ involvement in children’s learning.

Abstract

Quantitative syntheses (i.e., meta-analyses) of the research have examined the link between parents ' involvement in children ' s learning and

Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme

“…They display lower levels of positive affect (enjoyment, pleasure, satisfaction), and higher levels of negative affect (anger, boredom, anxiety, frustration) during homework than during other school activities (Dettmers et al ., ; Goetz et al ., ). Consequently, they can have poor motivation for doing homework (Katz, Buzukashvili, & Feingold, ; Pomerantz, Moorman, & Litwack, ), resulting in disengagement, withdrawal, reduced effort and procrastination (Katz, Eilot, & Nevo, ), to the point where doubts emerge regarding whether homework is really effective in improving learning and achievement motivation (Pomerantz, Kim, & Cheung, ).…”

Measuring Parents’ Involvement in Children’s Education

“…Despite the large body of research on parents' involvement in children's education (for reviews, see Pomerantz et al 2007Pomerantz et al , 2012, there has been relatively little attention to measurement issues (for an exception, see . However, such attention is critical to ensure confidence in the findings on the benefits of parents' involvement.…”

“…Although this approach is critical to promoting children's achievement, it does not address the fact that children spend a large proportion of their lives outside the classroom, frequently with at least one parent. Indeed, a large body of research indicates that the more parents are involved in children's education, whether it be at school (e.g., volunteering in the classroom or attending school events) or home (e.g., discussing what children are learning in school or providing assistance when requested), the better children do in school over time (for reviews, see Pomerantz et al 2007Pomerantz et al , 2012. Moreover, parents' involvement can compensate when children are at risk academically due to their families' socioeconomic status as well as other factors (e.g., Dearing et al 2006;Monti et al 2014).…”

Foundational Aspects of Family-School Partnership Research

“…Although this approach is critical to promoting children's achievement, it does not address the fact that children spend a large proportion of their lives outside the classroom, frequently with at least one parent. Indeed, a large body of research indicates that the more parents are involved in children's education, whether it be at school (e.g., volunteering in the classroom or attending school events) or home (e.g., discussing what children are learning in school or providing assistance when requested), the better children do in school over time (for reviews, see Pomerantz et al , 2012. Moreover, parents' involvement can compensate when children are at risk academically due to their families' socioeconomic status as well as other factors (e.g., Monti et al 2014).…”

“…Despite the large body of research on parents' involvement in children's education (for reviews, see Pomerantz et al , 2012, there has been relatively little attention to measurement issues (for an exception, see . However, such attention is critical to ensure confidence in the findings on the benefits of parents' involvement.…”