Quality of parental support and students’ emotions during homework: Moderating effects of students’ motivational orientations

The Family Environment of Students with Learning Disabilities and ADHD

“…In terms of home involvement, the parents of NA children reported more academic collaboration than those of pupils with LD, which is in line with studies that indicate that school success of children is positively related to the level of parental involvement and support in the home (Alomar, 2006;Knollmann & Wild, 2007;Phillipson, 2010;Pomerantz, Wang, & Fei-Ying, 2005;Regner, et al 2009;Urdan et al, 2007). However, if we compare the perceptions of parents and children in each group, we see that parents of NA and ADHD children report higher academic involvement at home than that perceived by their children.…”

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

“…When the quality of parental involvement in homework is considered, a much more consistent pattern of its relation to academic achievement emerges. When parents' homework involvement has been characterized by support of autonomy, a good structure, positive affect, positive beliefs, and emotional support, positive associations with academic achievement have been revealed (H. Cooper et al, 2000;Dumont, Trautwein, L€ udtke, Neumann, Niggli, & Schnyder, 2012;Grolnick & Ryan, 1989;Knollmann & Wild, 2007;Pomerantz et al, 2007;Pomerantz et al, 2005). Negative associations with academic achievement have been found when parents are not well versed in a subject; when their homework involvement is developmentally inappropriate, confusing to the child, inconsistent with school expectations, controlling, or intrusive; or when there are negative parental emotions (Balli, 1998;Christenson, 2004;H.…”

Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes

“…Esto se corresponde por tanto con aquellos estudios que indican que es la calidad, más que la cantidad de implicación, el factor crucial que influye en el éxito educativo y produce resultados altamente positivos en los estudiantes (Knollmann y Wild, 2007;Trautwein et al, 2006). Así, el acompañamiento parental debe promover la autonomía y la autorregulación del aprendizaje, diferenciando entre "acompañar" y "sustituir" al estudiante en el proceso de realización de los deberes, puesto que la función de los padres no puede ser la de ejecutor de esos deberes.…”