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

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

“…This pattern of associations is in accordance with empirical evidence of previous research (e.g., Dumont et al, 2012;Rogers et al, 2009) and the meta-analysis of Patall et al (2008), in which the authors concluded that parental involvement in homework relates to proximal performance-related outcomes (e.g., motivation) rather than the achievement itself. Our results also confirmed the conclusion of other studies that not all kinds of parental involvement are beneficial for children's outcomes (Cooper et al, 2000;Moroni et al, 2015;Silinskas et al, 2015). For instance, it has recently been emphasized that it is not how often parents help, but rather in what ways parents help that matters (Moroni et al, 2015[see Pomerantz et al, 2007, for a review]).…”

“…Our results also confirmed the conclusion of other studies that not all kinds of parental involvement are beneficial for children's outcomes (Cooper et al, 2000;Moroni et al, 2015;Silinskas et al, 2015). For instance, it has recently been emphasized that it is not how often parents help, but rather in what ways parents help that matters (Moroni et al, 2015[see Pomerantz et al, 2007, for a review]). That is, homework assistance is beneficial for children's learning if it supports autonomy, supports competence, is well structured, and is emotionally responsive to children's needs; alternatively, if parental homework assistance is controlling, intrusive, or interfering, accompanied by negative parental emotions and the frequent taking over of children's responsibilities, then it may have paradoxically negative links to children's learning outcomes (Cooper et al, 2000;Dumont et al, 2012Dumont et al, , 2014Hill & Tyson, 2009;Grolnick & Pomerantz, 2009;Silinskas et al, 2015).…”

“…Research based on self-determination theory (Ryan & Deci, 2000) has differentiated between two types of parental homework assistance: parental control and support (Grolnick & Pomerantz, 2009;Pomerantz et al, 2007), the former of which has been shown to have detrimental effects and the latter of which is supposed to enhance children's educational outcomes (Dumont et al, 2012(Dumont et al, , 2014Karbach et al, 2013;Moroni et al, 2015;Silinskas et al, 2015). Our study contributed to the topic by examining the role of children's perceptions about controlling and supportive assistance with math homework and its longitudinal relations with math performance and motivation (i.e., task persistence during homework and self-concept in math) across third and sixth grades.…”

“…It has been shown that children's higher general ability relates to higher math skills (Karbach et al, 2013;Silinskas et al, 2013;Su, Doerr, Johnson, Shi, & Spinath, 2015) and less frequent controlling help with homework (Silinskas et al, 2013;Su et al, 2015). Similarly, higher parental education predicts better math performance (Karbach et al, 2013;Su et al, 2015), less frequent help with homework (Silinskas et al, 2013), and higher homework support (Moroni, Dumont, Trautwein, Niggli, & Baeriswyl, 2015;Su et al, 2015).…”

Osvojování dovednosti čtení očima matek žáků 1. tříd

“…I přes zvýšené domácí procvičování a častější odbornou pomoc byly jejich pokroky v oblasti čtení nižší než u ostatních dětí (srov. též Moroni et al, 2015;Pospíšilová, 2011). V diskusi výzkum upozornil na to, že někteří rodiče v situacích, kdy se dozvědí o tom, že má jejich dítě se čtením nějaký problém, mohou na své děti vyvíjet přílišný tlak, který může proces jejich učení dále komplikovat.…”