Literaturnachweis - Detailanzeige
| Autor/inn/en | Dumont, Hanna; Trautwein, Ulrich; Nagy, Gabriel; Nagengast, Benjamin |
|---|---|
| Titel | Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain. |
| Quelle | In: Journal of educational psychology, 106 (2014) 1, S. 144-161Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Leistungsmotivation; Hausaufgabe; Leistung; Elternmitwirkung; Leistungsmotivation; Hausaufgabe; Leseleistung; Leistung |
| Abstract | Examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement, students' reading achievement, and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both grades 5 (mean age 11 years) and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by the self-determination theory: parental control, parental responsiveness, and parental structure. Results showed that while students' academic functioning in grade 5 predicted the way parents became involved in the homework process in grade 7, the quality of parents' help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children's academic functioning were observed: Low academic functioning of students in grade 5 resulted in more parental control in grade 7, and more parental control in grade 5 was associated with lower academic functioning in grade 7. Similarly, high academic functioning in grade 5 resulted in more parental responsiveness and structure in grade 7, and more parental responsiveness and structure in grade 5 were associated with better academic functioning in grade 7. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2017/4 |
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