Antecedents and outcomes of parental homework involvement: How do family-school partnerships affect parental homework involvement and student outcomes?

Autor/inn/en	Dettmers, Swantje; Yotyodying, Sittipan; Jonkmann, Kathrin
Titel	Antecedents and outcomes of parental homework involvement: How do family-school partnerships affect parental homework involvement and student outcomes? Gefälligkeitsübersetzung: Bedingungen und Effekte der elterlichen Beteiligung bei den Hausaufgaben: Wie beeinflusst die Beziehung zwischen Familie und Schule das Engagement der Eltern und die Leistungen der Schüler?
Quelle	In: Frontiers in psychology, (2019) 10, 13 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2019.01048
Schlagwörter	Kommunikation; Wohlbefinden; Eltern; Kind-Eltern-Beziehung; Eltern-Schule-Beziehung; Elternmitwirkung; Schulumwelt; Hausaufgabe; Engagement; Leistung; Merkmal
Abstract	Recent studies have demonstrated that parental homework involvement may not always foster students' desired school outcomes. Such studies have also concluded that the quality of parental homework involvement matters, rather than the quantity. Most importantly, previous studies have shown that strong family-school partnerships (FSPs) may help to improve parental involvement. However, there is little research on how FSP is related to homework involvement. The aim of the present study is to examine the link between an effective family-school communication (EFSC) - as one aspect of FSP - and the quality of parental homework involvement in the German context. For this purpose, we developed a new measure of EFSC. Taking a self-determination theory perspective on parental need support, the quality of parental homework involvement was differentiated into two dimensions of parental supportive behavior: autonomy support and competence support. We analyzed the data of 309 parents (82% mothers) of school students (52% girls) who participated in an online survey. The structural equation model revealed a positive relation between EFSC and the quality of parental homework involvement, which in turn was positively associated with school performance and well-being. Moreover, we found that the quality of parental homework involvement mediated the relations of EFSC with achievement and well-being. The results of our study highlight the role of EFSC as a key performance factor that helps to improve the quality of parental homework involvement, thereby promoting student achievement and well-being. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3